Abstract
PurposeThe purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England.Design/methodology/approachA mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions.FindingsAnalysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning.Originality/valueThis study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.
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