What is co-teaching, really?

McPherson-Joseph, Dontana

CO

Metzger, K.J. (2015) Collaborative teaching practices in undergraduate active learning classrooms: A report of faculty team teaching models and student reflections from two biology courses. Bioscene, 41(1), 3-9.

Summary

Metzger's article shares the results of a study performed to evaluate the effectiveness of co-teaching in higher education. Much of the research surrounding co-teaching is heavily skewed toward primary and secondary education, that is K-12, with little research being done about co-teaching in higher education. The results at the K-12 level show that students in co-taught classrooms are more successful and satisfied in their learning experience. Would those results be the same in a college co-taught classroom? After explaining co-teaching and the common methods of same, Metzger explained which approaches were used in the classes she observed. She also surveyed students to determine their level of satisfaction with the course, learning environment, and having multiple instructors in the classroom. The results were overwhelmingly positive, with only ten respondents expressing negative feelings toward the co-taught classroom. These negative responses were important, though, to Metzger, as they showed some of the limitations of co-teaching. These include inconsistencies with classroom policies, content delivery, and learning objectives, as well as the potential for student distraction with multiple instructors in the room.

Evaluation

I found Metzger's article useful for two reasons. The first is its contribution to the co-teaching in higher education literature. The second, and more important for me, was her discussion of what exactly co-teaching is. Metzger does not assume her readers have experience with co-teaching and established methods of co-teaching. In two separate sections, she takes time to explain co-teaching as a w hole and within the context of her study. I really appreciated this, because. before this class, I had no experience with co-teaching either as a student or as an educator.  The definition of co-teahing is obvious, two or more educators in a shared instructional space, but it is more than actual instruction. It also encompasses planning together and being evaluated together. Metzger's article also illuminated for me what Dr. L. is alwas looking for in our lesson plans. He wants us to strive for team teaching, which is seen as the ultimate goal of co-teaching, rather than one lead-one assist teaching, which is a lower level of co-teaching.

Though Metzger's article is focused on two teachers rather than a teacher and a teacher-librarian, her explanation of co-teaching is invaluable to someone with no background in the concept.