Evaluating Coteaching as a Model for Pre-Service Teacher Preparation: Developing an Instrument Utilizing Mixed Methods

Andrea Drewes, Kathryn Scantlebury, & Elizabeth Soslau   |    Volume 17 Issue 1  |   

In the United States, an increasing number of teacher education programs are using coteaching as a model for student teaching. Coteaching occurs when teacher candidates work collaboratively with their clinical educator(s) to share responsibility for students’ learning, develop teaching practices and skills, and coevaluate instruction. Currently, there are no psychometrically validated instruments that assess teacher candidates’ and clinical educators’ coteaching experiences. This study documents the development and validation of a coteaching instrument that used thematic content analysis and Confirmatory Factor Analysis (CFA) to identify eight subscales. The subscales are Equality in the Classroom, Learning Opportunities for Students, Connecting Theory to Practice, Coteacher Collaboration, Professional Development, Personal Pedagogical Skill Development, Types of Teaching, and General Coteaching Practices. The results of this study demonstrate that the coteaching survey is a valid and reliable instrument to measure perspectives and experiences of coteaching across a variety of research settings.

Click here to download the full article

« Back to Archive