Australian Journal of Teacher Education
Abstract
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Recommended Citation
Yoo, J., Heggart, K., & Burridge, N. (2019). Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis. Australian Journal of Teacher Education, 44(4). https://doi.org/10.14221/ajte.2018v44n4.5
Included in
Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons