Researching teacher learning: the contribution of co-teaching
Formal placements on initial teacher education programmes focus on the students’ learning and, in some contexts, co-operating teachers are involved formally as mentors in this process. Traditionally in Ireland, the location of this research, co-operating teachers had no formal or recognized role on...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2017
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| Online Access: | https://eprints.nottingham.ac.uk/41920/ |
| _version_ | 1848796382614257664 |
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| author | Ó Conaill, Neil |
| author_facet | Ó Conaill, Neil |
| author_sort | Ó Conaill, Neil |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Formal placements on initial teacher education programmes focus on the students’ learning and, in some contexts, co-operating teachers are involved formally as mentors in this process. Traditionally in Ireland, the location of this research, co-operating teachers had no formal or recognized role on placement. However, recent policy changes (Teaching Council, 2011) recognize the significant contribution which co-operating teachers can make to the student on placement. In the context of this policy change, this research examines how a co-teaching model of placement promotes the learning of the student teacher and of the co-operating teacher, thereby redefining the roles assumed by both on traditional placements.
Following a case study approach in the qualitative paradigm, this research documents the experience of four co-teaching partnerships, each comprised of a final year student teacher and an experienced teacher. Data gathered included semi-structured interviews, planning templates, reflections and vignettes and these were analysed to determine how co-teaching compared with formal placements as a learning to teach experience, how each co-teacher learned from the other and how each co-teacher considered they contributed to the others’ learning.
The research concluded that professional dialogue between students and co-operating teachers was enhanced when the placement model promoted and expected such dialogue, as opposed to leaving it at the participants’ discretion. The students to a greater extent than the teachers, were able to articulate the professional knowledge which they developed in the course of co-teaching. In light of the policy focus on the role of the co-operating teacher, the implications of these findings, at an immediate practice level and at a national policy level are considered and areas of further research are also identified. |
| first_indexed | 2025-11-14T19:47:06Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-41920 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:47:06Z |
| publishDate | 2017 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-419202025-02-28T13:44:30Z https://eprints.nottingham.ac.uk/41920/ Researching teacher learning: the contribution of co-teaching Ó Conaill, Neil Formal placements on initial teacher education programmes focus on the students’ learning and, in some contexts, co-operating teachers are involved formally as mentors in this process. Traditionally in Ireland, the location of this research, co-operating teachers had no formal or recognized role on placement. However, recent policy changes (Teaching Council, 2011) recognize the significant contribution which co-operating teachers can make to the student on placement. In the context of this policy change, this research examines how a co-teaching model of placement promotes the learning of the student teacher and of the co-operating teacher, thereby redefining the roles assumed by both on traditional placements. Following a case study approach in the qualitative paradigm, this research documents the experience of four co-teaching partnerships, each comprised of a final year student teacher and an experienced teacher. Data gathered included semi-structured interviews, planning templates, reflections and vignettes and these were analysed to determine how co-teaching compared with formal placements as a learning to teach experience, how each co-teacher learned from the other and how each co-teacher considered they contributed to the others’ learning. The research concluded that professional dialogue between students and co-operating teachers was enhanced when the placement model promoted and expected such dialogue, as opposed to leaving it at the participants’ discretion. The students to a greater extent than the teachers, were able to articulate the professional knowledge which they developed in the course of co-teaching. In light of the policy focus on the role of the co-operating teacher, the implications of these findings, at an immediate practice level and at a national policy level are considered and areas of further research are also identified. 2017-07-19 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/41920/1/Neil%20%C3%93%20Conaill%20EdD%20Thesis%20April%202017.pdf Ó Conaill, Neil (2017) Researching teacher learning: the contribution of co-teaching. EdD thesis, University of Nottingham. co-teaching school placement student teacher co-operating teacher professional knowledge mentoring |
| spellingShingle | co-teaching school placement student teacher co-operating teacher professional knowledge mentoring Ó Conaill, Neil Researching teacher learning: the contribution of co-teaching |
| title | Researching teacher learning: the contribution of co-teaching |
| title_full | Researching teacher learning: the contribution of co-teaching |
| title_fullStr | Researching teacher learning: the contribution of co-teaching |
| title_full_unstemmed | Researching teacher learning: the contribution of co-teaching |
| title_short | Researching teacher learning: the contribution of co-teaching |
| title_sort | researching teacher learning: the contribution of co-teaching |
| topic | co-teaching school placement student teacher co-operating teacher professional knowledge mentoring |
| url | https://eprints.nottingham.ac.uk/41920/ |