Akademik Veri Yönetim Sistemi
Reforming Science Teacher Education Programs in the STEM Era, Sulaiman M. Al-Balushi (Editor),Lisa Martin-Hansen (Editor),Youngjin Song (Editor), Editör, Springer, London/Berlin , London, ss.199-215, 2023
The current chapter explores co-teaching in the context of teacher education in Turkey. The case study examines the components of a co-teaching design in a seven-week online STEM professional development (PD) program from the perspective of instructional roles. The program was facilitated by teams of one teacher educator and one practicing teacher for each discipline of science, technology, engineering, and mathematics (STEM). Eight team members were involved in the design and implementation of the PD. Interview data were analyzed qualitatively by the authors as a team. The authors systematically examined and described the perceived instructional roles under six categories: attributed roles, designer, enrichment, collaborator, embodiment, and learner. Results indicated that teacher educators and practicing teachers could create successful partnerships if both parties invested and learned from the experience. This co-teaching model is recommended to be replicated in pre-service science education programs.