Book chapter
Collaboration for Primary Teaching Improvement: The Relational Aspects of Close Co-teaching
Re-imagining Teaching Improvement: From Early Childhood to University, pp.71-96
Springer Nature Singapore, First edition
01/2024
Appears in Recent Faculty of Education Publications
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Abstract
The collaboration inherent in close co-teaching draws on teachers’ interpersonal skills and intrapersonal characteristics and, in turn, these impact on effective teaching and student learning outcomes. The intricacies and influence of the interpersonal and intrapersonal aspects of collaboration between co-teachers is often neglected in teacher collaboration literature, which more commonly focuses on processes related to implementing curriculum and pedagogy. Further, the views and voices of teachers about how they work together in close co-teaching are rarely heard. This chapter reports a case study of 48 teachers who worked as close co-teachers in K-6 innovative learning environments, in six different schools in a regional area of NSW. Relational trust is proposed as a theoretical perspective to interpret the interpersonal and intrapersonal aspects of collaboration between co-teachers. Drawing on data from a survey and focus groups, and utilising a reflexive thematic analysis approach, a key finding of this study was that the relationship between co-teachers is foremost in determining effective co-teaching and teacher job satisfaction. Three themes were identified: Relationships and shared work; Changes and challenges, and; Gains and losses. This study contributes valuable information about the ‘make or break’ aspects of collaboration for co-teaching and teaching improvement.
Details
- Title
- Collaboration for Primary Teaching Improvement: The Relational Aspects of Close Co-teaching
- Creators
- Anne Bellert - University of MelbourneLisa Jacka - University of Southern QueenslandTina Marcoionni - Southern Cross UniversityRichard Waters - Southern Cross University
- Contributors
- David Lynch (Editor) - Southern Cross UniversityTony Yeigh (Editor) - Southern Cross UniversityWendy Boyd (Editor) - Southern Cross University
- Publication Details
- Re-imagining Teaching Improvement: From Early Childhood to University, pp.71-96
- Publisher
- Springer Nature Singapore; Singapore
- Edition
- First edition
- Identifiers
- 991013158712402368
- Copyright
- © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Academic Unit
- Faculty of Education; School of Education
- Language
- English
- Resource Type
- Book chapter