Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University

Abstract

Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated secondyear preservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice, data indicated learning around the following themes: lesson implementation, content knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of content, time management, and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients.