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 includesproviding substantial theory-practice connections for undergraduates. This study investigated secondyearpreservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science totheir peers within the university setting. From extended written responses and observations of teachingpractice, data indicated learning around the following themes: lesson implementation, contentknowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness ofcontent, time management, and how to critically observe co-teaching. The co-teaching episodes withinthe university setting were emphasised as a way to build confidence and as development of plausiblescience lessons for implementation in authentic primary classrooms. Co-teaching primary science topeers scaffolds the development of teaching skills and practices through dual roles as both teachersand student recipients.