Call for Chapters – Co-Teaching in Teacher Education: Centering Equity
Schools are a microcosm, reproducing the inequities seen in American society. As educator preparation faculty in this context, it is imperative to put equity at the forefront of programming and mission. In this volume, we position co-teaching as an innovation that can mitigate inequities in classrooms. Co-teaching is typically associated with special education or inclusion classrooms; however, more recently it is being used in general education classrooms at BK-12 level and in educator preparation.
Though definitions of co-teaching can vary greatly, most educators agree that co-teaching involves two or more adults collaborating to instruct groups of students (Adams, Cessna, & Friend, 1993; Beninghoff, 2011). Research indicates co-teaching during clinical experiences positively impacts student teachers’ readiness to teach (Academy for Co-teaching and Collaboration, 2012; Bacharach et al., 2010; Tobin & Roth, 2006), increases self-efficacy in collaboration and teaching skills (Bullough et al., 2003; Goodnough et al., 2009; Kamens, 2007; Ruys et al., 2010), and enhances k-12 student learning (Bacharach et al., 2010). Studies show that co-teaching positively affects student growth, increases collaboration, decreases student-to-teacher ratios, provides differentiated instruction, and improves classroom management (Bacharach, Heck, & Dahlberg, 2010; Carambo & Stickney, 2009).What has been less clear in the literature, however, has been how co-teaching can be used to bring equity to the experience of students in K-12 classrooms.
Leaning on Gorski’s (2014) definition of equity literacy which requires that teachers not only recognize the injustice, but also take action to address the issues, our goals in this book are about the pragmatics of navigating our contemporary space in ways that actually lead to effective educator development centered in equity. We seek chapter authors with examples of how co-teaching practices intersect with equity and offer an examination from the perspective within teacher preparation and research.
Christina M. Tschida, Appalachian State University Elizabeth Fogarty, University of St. Thomas Kristen Cuthrell, East Carolina University
Joy Stapleton, Winthrop University
Diana Lys, University of North Carolina – Chapel Hill Ann Bullock, Elon University
In this volume, we have intentionally geared the chapters to teacher educators at various levels of experience with co-teaching. There will be three sections in the book.
Section 1 is intended for those new to co-teaching in student teaching. Chapters will address the elements of effective co-teaching, co-planning for equity, co-teaching for building relationships, and co-teaching as a model to support teacher education.
Section 2 centers on ways that co-teaching might address opportunity gaps experienced in teacher development experiences. Chapter authors can submit chapters associated with co-teaching to support differentiation, students of color, English Language Learners; co-teaching in various geographic areas (i.e. rural, urban); or how co-teaching may be utilized in various teacher education models (i.e., residencies, year-long internships).
Section 3 addresses current and future applications of co-teaching. Examples of chapters in this section could include co-teaching within residency programs or to support novice teachers. They could also include co-teaching in the time of Covid or other disruptions in instruction.
Submission and Inquiry Procedures
Potential chapter authors should submit: an abstract of no more than 500 words, references excluded, along with a bio of no more than 150 words by September 2, 2022. Abstracts should include a clear statement for which section of the book the proposed chapter would support. Final chapters accepted for the book should be no more than 20 pages in length, including references.
All proposals and questions should be submitted to the editors at firstname.lastname@example.org.
Tentative Book Timeline
Call sent to teacher education community: August 5, 2022 Proposals due to editors: September 2, 2022
Decisions emailed to chapter authors: September 9, 2022 Full chapters due to editors: December 23, 2022
Chapters returned with reviews to authors for revision: February 3, 2023 Revised/Final chapters due to editors: March 17, 2023
Full book submission to publisher: June 30, 2023
Academy for Co-Teaching and Collaboration. (2012). Mentoring TCs through co-teaching [Train the Teacher Workshop].
St. Cloud, MN: St. Cloud State University.
Adams, L., Cessna, K., & Friend, M. (1993). Effectiveness indicators of collaboration in special education/general education co-teaching. Final report. Denver: Colorado Department of Education.
Bacharach, N., Washut Heck, T., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching.
Action in Teacher Education, 32(1), 3-14.
Beninghof, A. M. (2011). Co-Teaching That Works; Effective Strategies for Working Together in Today’s Inclusive Classrooms. John Wiley & Sons, Incorporated.
Bullough, R. V., Young, J., Birrell, J. R., Clark, D. C., Egan, M. W., Erickson, L., . . . & Welling, M. (2003). Teaching with a peer: A comparison of two models of student teaching. Teaching and Teacher Education, 19(1), 57-73.
Carambo, C., & Stickney, C. T. (2009). Co-teaching praxis and professional service Facilitating the transition of beliefs and practices. Cultural Studies of Science Education, 4(2), 433-441.
Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25, 285-296.
Gorski, P. (2014). Imagining equity literacy. Learning for Justice. https://www.learningforjustice.org/magazine/imagining-equity-literacy
Kamens, M. W. (2007). Learning about co-teaching: A collaborative experience for preservice teachers. Teacher Education and Special Education, 30(3), 155-166.
Ruys, I., Van Keer, H., & Aelterman, A. (2010). Collaborative learning in pre-service teacher education: An exploratory study on related conceptions, self-efficacy and implementation. Educational Studies, 36, 537-553.
Tobin, K. G., & Roth, W. M. (2006). Teaching to learn: A view from the field. Rotterdam, NL: Sense.