Early Childhood Teacher Preparation: Using the Co-Teaching Model

Abstract

Previous research shows that co-teaching during the student teaching practicum should be the model used by colleges and universities. This researcher used an open-ended questionnaire, a Likert-type scale survey, and individual conferences to ascertain teacher candidates’, cooperating teachers’, and university supervisors’ perceptions of the co-teaching model’s benefits, or lack thereof. The twenty-nine student teachers surveyed represent a private university and earned degrees in early childhood special education. The teacher candidates, cooperating teachers, and university supervisors are hired by the university and are experts in the aforementioned field of education. Findings reveal that pre-teacher candidates, university supervisors, and cooperating teachers all believe that mentoring during student teaching using the co-teaching model is beneficial for both the pre-teacher candidates and students in the classroom if proper professional development is offered and continuous and ongoing reflection and planning take place.