Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice

This qualitative study explores coteaching as a model for the teacher education clinical experience, examining how coteaching coaching serves as a support to enhance pair (preand in-service teacher) understanding of coteaching. Through the analysis of coteaching observations, coaching session discourse, and interviews with coteaching pairs, the authors posit that coteaching coaching provides a space for both teachers to be positioned as learners and engage in critical analysis of coteaching. For this positioning and engagement in coteaching to occur, coaching sessions should occur frequently with the coach adopting a stance that balances critical feedback and collaborative inquiry. (C) 2021 Elsevier Ltd. All rights reserved.

Automated summary

This qualitative study explores how coteaching coaching can support both teachers to position themselves as learners and engage in critical analysis of coteaching. To achieve this, coaching sessions should occur frequently with the coach adopting a stance that balances critical feedback and collaborative inquiry.