<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>Collaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith &amp; Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.</p></abstract>

Collaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

Collaboration, Mentoring and Co-Teaching in Teacher Education

Georgia State University, the United States of America

Journal of Teacher Education for Sustainability

{"article-title":"Collaboration, Mentoring and Co-Teaching in Teacher Education"}

Collaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component...

Collaboration, Mentoring and Co-Teaching in Teacher Education

Publié en ligne: 29 févr. 2012

Pages: 70 - 86

DOI: https://doi.org/10.2478/v10099-011-0015-z

Mots clés
co-teaching in teacher education, mentoring in teacher education, collaborative teaching in teacher education, mentoring doctoral students in the academy

This content is open access.

Collaboration, Mentoring and Co-Teaching in Teacher Education

Publié en ligne: 29 févr. 2012

Pages: 70 - 86

DOI: https://doi.org/10.2478/v10099-011-0015-z

Mots clésco-teaching in teacher education, mentoring in teacher education, collaborative teaching in teacher education, mentoring doctoral students in the academy

This content is open access.

Mots clés
co-teaching in teacher education, mentoring in teacher education, collaborative teaching in teacher education, mentoring doctoral students in the academy