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Friday, January 13 • 10:40am - 11:00am
"Collaborative Teaching Practices in Teacher Education"

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The classroom environment is critical to the formation of teacher perceptions about teaching and learning. New teachers observe the behaviors of mentors and other teachers and rely on their own experiences to form perceptions about teaching and learning.  In the California State University System, CalStateTEACH is striving to develop new instructional models for teacher education through collaborative practices that support 21st century learning and teacher development.

In a collaborative practice model, two or more teacher candidates share the responsibility for planning instruction and teaching a classroom of students. This model, similar to a co-teaching model, creates an environment for teacher candidates to engage in a supported teaching practice in a classroom while collaborating with peers to address real world 21st century skills (communication, collaboration, critical thinking, problem solving, and creativity) all within the elementary classroom.  CalstateTEACH uses a summer lab school model of collaborative practice that engages multiple teacher candidates in a single classroom supported by a mentor teacher and faculty advisors for four to six weeks. 

 Teacher candidates who engage in a collaborative practice are able to learn from each other in a classroom setting through situated and socially mediated learning (Lave & Wenger, 1990; Bandura, 1977; Brown, et al., 1989; Collins, et al., 1989) which is well established in research and theory. This collaborative environment creates the conditions for team building and helps teacher candidates refine their teaching skills while they build pro-social, interpersonal and inter-professional skills.  Collaborative classrooms provide teacher candidates with contextual knowledge and experiences to form attitudes about the conditions related to teaching, using social cognition to interpret communication and language, and interpersonal behaviors to construct knowledge of social appropriateness, form interpersonal relationships, discriminate stereotypical behavior and to develop their own self concept.

Enriching the classroom experience for the teacher candidates through peer co-teaching and collaboration provides opportunities for developing pro-social interpersonal skills focused on problems of practice (Wenger 1998, 2006).  Teacher candidates are immersed in an environment where learning and problem solving involves interactions between teachers, teacher candidates, university faculty and students. 

CalStateTEACH has created a multi-touch book on this model and embarked on a two-year pilot study of collaborative teaching practices that seeks to inform how teacher preparation can promote higher levels of teacher efficacy in novice teachers.

Bandura, A.L. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. 

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.

 Lave, J., & Wenger, E. (1990). Chapter 1 in Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. Online: https://portal.utoronto.ca/bbcswebdav/users/brettcla/Course%20readings/LaveLPP.pdf

Wenger, E., (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

Wenger, E., (2006). Communities of Practice: A brief Introduction. Available at: http://ewenger.com/theory/

avatar for Linda Coyne

Linda Coyne

Faculty, CalStateTEACH


Jane Foltz

Faculty, CalStateTEACH
avatar for Donald Matthews

Donald Matthews

Faculty, CalStateTEACH

Friday January 13, 2017 10:40am - 11:00am PST