Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity

<p>Mathematics and science are often combined in early childhood education programs into a single methods course. This can lead to an integrated view of the two, thus neglecting their conceptual, procedural, and epistemological differences. To promote their foundational integrities, we, one ma...

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Main Authors:	Mindy Kalchman, Richard H. Kozoll
Format:	Article
Language:	English
Published:	Indiana University Office of Scholarly Publishing 2012-06-01
Series:	Journal of the Scholarship of Teaching and Learning
Subjects:	reflective practice co-teaching collaboration higher education teacher education
Online Access:	http://josotl.indiana.edu/article/view/2021

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spelling	doaj-98adefc8a6324c1f8117a0685bec70fc2020-11-25T01:00:24ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162012-06-01122109120Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensityMindy KalchmanRichard H. Kozoll<p>Mathematics and science are often combined in early childhood education programs into a single methods course. This can lead to an integrated view of the two, thus neglecting their conceptual, procedural, and epistemological differences. To promote their foundational integrities, we, one mathematics and one science educator, collaborated on teaching an amalgamated course. Our impetus was the need to develop mutual ability to instruct the course independently. In this paper, we reflect on and discuss the context of our collaboration, from which emerged a conceptualization of co-teaching that emphasizes the importance of context for motivating and understanding its nature.</p>http://josotl.indiana.edu/article/view/2021reflective practiceco-teachingcollaborationhigher educationteacher education
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Mindy Kalchman Richard H. Kozoll
spellingShingle	Mindy Kalchman Richard H. Kozoll Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity Journal of the Scholarship of Teaching and Learning reflective practice co-teaching collaboration higher education teacher education
author_facet	Mindy Kalchman Richard H. Kozoll
author_sort	Mindy Kalchman
title	Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
title_short	Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
title_full	Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
title_fullStr	Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
title_full_unstemmed	Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity
title_sort	co-teaching a dual content-area methods class: considering context for evaluating collaborative intensity
publisher	Indiana University Office of Scholarly Publishing
series	Journal of the Scholarship of Teaching and Learning
issn	1527-9316
publishDate	2012-06-01
description	<p>Mathematics and science are often combined in early childhood education programs into a single methods course. This can lead to an integrated view of the two, thus neglecting their conceptual, procedural, and epistemological differences. To promote their foundational integrities, we, one mathematics and one science educator, collaborated on teaching an amalgamated course. Our impetus was the need to develop mutual ability to instruct the course independently. In this paper, we reflect on and discuss the context of our collaboration, from which emerged a conceptualization of co-teaching that emphasizes the importance of context for motivating and understanding its nature.</p>
topic	reflective practice co-teaching collaboration higher education teacher education
url	http://josotl.indiana.edu/article/view/2021
work_keys_str_mv	AT mindykalchman coteachingadualcontentareamethodsclassconsideringcontextforevaluatingcollaborativeintensity AT richardhkozoll coteachingadualcontentareamethodsclassconsideringcontextforevaluatingcollaborativeintensity
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Co-teaching a dual content-area methods class: Considering context for evaluating collaborative intensity

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