Co-Teaching Graduate, Online Teacher Education Courses: A Preliminary Look at the Advantages and Disadvantages

ID: 53040 Type: Brief Paper
  1. Janet Strickland and Jill Drake, University of West Georgia, United States

Wednesday, June 27 5:05-5:25 PM

No presider for this session.

This qualitative self-study explores the advantages and disadvantages of college faculty and school practioners co-teaching online graduate teacher education courses. One college professor and one school-based instructional lead teacher collaborated to plan and teach graduate level, online courses in teacher leadership. The decision to offer the graduate courses using a co-teaching model was three-fold. One, co-teaching with a practicing teacher leader could potentially reduce the students’ perception of a gap between theories and methodologies taught in courses and the day-to-day realities of today’s classrooms. Two, exposure to co-teaching in an online environment is a way to model and develop students’ understanding and skill in both co-teaching and teaching online and, thus, better prepares them to be teacher leaders that thrive in the digital age. Third, the program has the goal of developing leadership and instructional skills of the teachers in our service area. By serving in the role of a post-secondary instructor of teachers, the practioner is able to meet the highest level of professionalism as outlined by the state teacher evaluation plan. The results of the preliminary study suggest that graduate candidates value the experience and voice of the school practioner as they navigate their growth as teacher leaders. In addition, the advantages and disadvantages of co-teaching in an online environment, from the view point of the course instructors, are identified

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