Abstract
The purpose of this paper is to investigate pre-service English teachers’ attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students’ reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of co-teaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers’ and students’ reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.
Highlights
Ukrainian higher education is striving to promote innovative teaching and learning tools to enhance learning and professional development of students
We look at implementation of a co-teaching model in an English Language Teaching Methodology course for pre-service teachers in order to improve students’ learning and professional skills, model the instructional practice for pre-service English teachers, and develop their collaborative skills
The research aims to answering the following questions: 1) What is the potential for co-teaching as a learning and professional development tool for pre-service English teachers? 2) What is the attitude of pre-service English teachers towards this method of collaboration? The aim of this paper is to investigate co-teaching as a learning and professional development tool and a method of collaboration
Summary
Ukrainian higher education is striving to promote innovative teaching and learning tools to enhance learning and professional development of students. University teachers do not often model this teaching approach for their students; many of them have little or no experience engaging in the technique (Friend, 2008; Lee & Cho, 2015; Altstaeder, Smith & Fogarty, 2016; Castañeda-Londoño, 2017). Such a lack of experience with co-teaching causes a disagreement between educators’ beliefs about its positive impact and their personal instructional practices which result in beginning teachers entering a Zadorozhna, I., Datskiv, O.
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