Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?
Co‐teaching offers a unique opportunity space for literacy instruction; however, this opportunity is rarely optimized and the result on students' literacy growth is often unimpressive. We propose that co‐teaching is only a structural intervention, but it can become a powerful pedagogical interventio...
| Publicado en: | Reading Teacher Vol. 76; no. 2; pp. 176 - 191 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Sep/Oct2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=159295314&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 159295314 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep/Oct2022 vid: 76 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 159295314 10.1002/trtr.2121 ppf: 176 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 10.6MB tig: atl: Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together? aug: au: McTigue, Erin M. Gourvennec, Aslaug Fodstad Solheim, Oddny Judith su: Teaching teams Literacy education Teachers Students Teaching sug: subj: Teaching teams Literacy education Teachers Students Teaching keyword: 1‐Early childhood 2‐Childhood 6‐Adult ab: Co‐teaching offers a unique opportunity space for literacy instruction; however, this opportunity is rarely optimized and the result on students' literacy growth is often unimpressive. We propose that co‐teaching is only a structural intervention, but it can become a powerful pedagogical intervention if teachers approach co‐teaching as an opportunity space to try out effective pedagogical practices that lead to student literacy growth. Studying, through mixed methods, the practices of literacy co‐teachers in early elementary, we identified important trends connected to student growth. We concluded that shared responsibility was a feature of highly effective pairs. Next, through interviews, we captured nuances of how effective dyads formed working relationships, planned together, communicated, reflected on instruction together, and organized resources. From such findings, we propose a model of change for how co‐teaching may lead to student growth—via positive co‐teaching relationships and continual shared reflection of instructional practice. Mirroring highly effective co‐teachers' approach, we provide a series of reflective co‐teaching guides to support other pairs of co‐teachers. These guides lead reading teachers throughout a school year and continually return to the essential question of: What can we do together that I cannot do alone? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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