- Education Reform Journal
- Vol: 1 Issue: 2
- Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University
Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University
Authors : Peter Hudson, Shaun Nykvist, Michelle Mukherjee
Pages : 34-48
Doi:10.22596/erj2016.0102.34.48
View : 13 | Download : 6
Publication Date : 2016-12-22
Article Type : Research
Abstract :Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated secondyear preservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice, data indicated learning around the following themes: lesson implementation, content knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of content, time management, and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients.Keywords : Praxis, preservice teachers, theory and practice