Crossing risky boundaries: Learning to authentically and equitably co-teach through design and practice. (November 2019)

• Record Type: Journal Article
• Authors: Hackett, Jacob; Bang, Megan; Goulter, Arielle; Battista, Maritess
• Is Part Of: Teaching and teacher education. Volume 86(2019)
• Publication Date: 2019-11
• Subjects: Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102889
• Languages: English
• ISSNs: 0742-051X

Abstract

Highlights: Co-teaching should be viewed as an activity system, shifting from sets of practices, checklists or procedures. Activity systems consider co-teacher beliefs, psychological safety, instructional practices and practitioner learning. Participants sharpened their language and co-teaching practice by designing 2 novel and adaptable co-teaching tools. The Co-teaching Implementation Framework is a powerful initial step towards a nuanced theory of the co-teaching system.