A Case Study Of The Co-teaching Student Teaching Model In The United States

Student teaching is an important part of pre-service teacher learning and development,and it plays an important role in the process of teacher professional development.In view of the shortcomings of the traditional student teaching model,such as the disconnection between theory and practice,many universities in the United States have formed an innovative cooperative student teaching modes through exploration.Kennesaw State University's Bagwell School of Education and University of Central Missouri'Education College are examples of this.This research methods includes the literature research method,case research method and comparative research method,and take the Kennesaw State University and University of Central Missouri's co-teaching student teaching model as the research object.Discuss the logic behind the construction of the co-teaching student teaching mode,and put forward the suggestions for the supplement and development of our country.The main contents of this research are as follows:The first part mainly discusses the background of the emergence and development of the co-teaching.Including its theoretical basis,practical background and development process.The theoretical basis of co-teaching student teaching mode is situational learning theory,which is produced in the context of teacher professional development and practice-oriented teacher education reform,the social requirements of improving teacher quality and cooperation ability,and the problem of separation between theory and practice in traditional educational practice background.From the1960 s to the 1970 s,co-teaching was originally a teaching method in the field of special education.Since the 1990 s,co-teaching has gradually been applied and developed in educational practice.The second part is mainly the analysis of the co-teaching student teaching mode of Kennesaw State University and University of Central Missouri.First,a brief introduction of the two universities.Secondly,it analyzes the implementation concept of co-teaching student teaching model.Situational learning theory is the theoretical basis for the emergence of the co-teaching student teaching.The situational learning theory requires that the cooperating teacher and the student teacher jointly construct a practice community,in which the rights of both parties are equal,and the intern students can legally participate in the practice.Third,the action model of co-teaching.It includes co-planning,co-teaching,co-evaluation,co-dialogue,co-trust and co-respect,co-responsibility,and co-practice reflection.Then,this article analyzes the design and organization of the co-teaching mode of the two universities from the three levels,including goal setting,organization system and guarantee system.Kennesaw State University and the University of Central Missouri have set specific and clear training goals;they have formed a complete and thorough organizational system,co-teaching requires that the university,the primary and secondary schools be jointly managed,and the participating personnel,that is,university supervisors,cooperative teachers,and intern students should follow their respective regulations and responsibilities;constructed a practical and feasible guarantee system to jointly promote the development of cooperative teaching.Finally,the implementation and operation of co-teaching proposes.Kennesaw State University and the University of Central Missouri provide various types of implementation strategies,including seven different teaching strategies such as "one teach,one assistant";formulate detailed and comprehensive implementation requirementsthe — — five factors that affect the success of co-teaching are planning,communication,partnership,classroom management,and co-teaching knowledge,therefore,we must do it in the implementation process;Formed a step-by-step running program,the process of co-teaching includes three stages: preparation before internship,formal internship,and evaluation after the internship.The third part is mainly about the effectiveness and drawbacks of Kennesaw State University and the University of Central Missouri 's co-teaching student teaching model.First of all,co-teaching promotes the development of the abilities of both partners,including the ability to reflect,integrate theory with practice,and professional development.Cooperative teaching promotes the development of the cooperative expertise of both parties,and cooperative teaching promotes the development of adaptive teaching expertise,thereby satisfying students need.Secondly,the implementation of cooperative teaching faces some challenges.For example,from the perspective of the concept of co-teaching,it is challenging to implement the concept of equality and form a cooperative partnership;from the perspective of the organization of co-teaching,the arrangement of co-planning time and personal teaching time are limited;from the implementation process of co-teaching,there are certain difficulties in the coherence of communication between the two parties.The fourth part is mainly about the characteristics of the co-teaching mode and the experience for our country.First of all,the co-teaching model presents three characteristics: the emphasis on common and full participation,the emphasis on cooperative feedback and reflection,and the emphasis on equal rights between the teacher and the apprentice.Finally,provide reference experience for our country's internship schools,cooperating teachers and intern students in terms of internship concept,internship organization and implementation.