Listening to the Missing Voices: Students’ Perspectives on Coteaching

Andrea Drewes, Kathryn Scantlebury, & Elizabeth Soslau   |    Volume Fourteen  |   

Pupils are another group of stakeholders in teacher preparation because most programs include clinical experiences for students enrolled in teacher education degrees. There is an increasing number of teacher education programs in the United States that are using a coteaching model for the student teaching practicum. The aim of this study was to develop an instrument that would examine coteaching contextual features from pupils’ perspectives. This research reports the design, validation, and implementation of a coteaching survey for pupils in classes where student teacher candidates along with their cooperating teachers have taught the class. Data were collected from over 7,000 students aged from 10 to 18 years. Exploratory factor analysis (EFA) was used to establish a 23-item instrument with three subscales. The subscales were Respectful and Caring Environment, Engagement and Motivation for Learning, and Behavior and Classroom Management. Cronbach reliability for the scales ranged from .857 for Respectful and Caring Environment, .837 for Engagement and Motivation for Learning, and .685 for Behavior and Classroom Management.

Click here to download the full article

« Back to Archive