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

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.