Piloting a Co-Teaching Model for Mathematics Teacher Preparation: Learning to Teach Together

  • Ruth Helen Yopp California State University, Fullerton
  • Mark W. Ellis California State University, Fullerton
  • Martin V. Bonsangue California State University, Fullerton
  • Thomas Duarte Anaheim Union High School District
  • Susanna Meza Placentia-Yorba Linda Unified School District

Abstract

Co-teaching is emerging as an alternative to the traditional student teaching experience. In the co-teaching model, teacher candidates work in equal classroom partnership with the cooperating teacher from the beginning of the semester using several different classroom structures. While reports on co-teaching models based generally on K-5 and special education classes have indicated positive results, there has been limited research of co-teaching models at the secondary level, particularly in mathematics classes. This article discusses the implementation of a co-teaching model at the middle school and high school levels in foundational level mathematics classes (courses from seventh grade mathematics through geometry) in high-need schools, together with implications for teacher training and directions for further research.

Author Biographies

Ruth Helen Yopp, California State University, Fullerton
Professor, Department of Elementary and Bilingual Education
Mark W. Ellis, California State University, Fullerton
Associate Professor, Department of Secondary Education
Martin V. Bonsangue, California State University, Fullerton
Professor, Department of Mathematics
Thomas Duarte, Anaheim Union High School District
Department of Mathematics, Anaheim High School
Susanna Meza, Placentia-Yorba Linda Unified School District
Department of Mathematics, Valadez Middle School
Published
2014-05-01
Section
Articles