Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education

Colette Murphy, Kathryn Scantlebury, Catherine Milne

Research output: Contribution to journalArticle

Abstract

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.

Original languageEnglish (US)
Pages (from-to)281-295
Number of pages15
JournalAsia-Pacific Journal of Teacher Education
Volume43
Issue number4
DOIs
StatePublished - Aug 8 2015

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teacher
science
classroom
education
learning
anxiety
Teaching
school
student
Social Environment

Keywords

  • coteaching
  • pre-service teacher education
  • Vygotsky
  • zone of proximal development

ASJC Scopus subject areas

  • Education

Cite this

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