Co-teaching major plus for teachers and students
Co-teaching major plus for teachers and students
Preservice science teachers are challenged with mastering both pedagogy and science content. To do so, they need instructors with expertise in both areas, which sometimes means two educators in one classroom. In the Oct. 2009 issue of NSTA Reports, the monthly newspaper of the National Science Teachers Association, the feature article examined the pros and cons of co-teaching. Steve Semken, an associate professor in SESE, co-teaches Exploration of Science Teaching with ASU professor Julie Luft.
According to Semken, he and Julie have different but complementary backgrounds. “My professional background is in geology and geosciences education,” he said. “What it comes down to is mutual professional respect, shared enthusiasm for science education, and a shared interest in the future of K–12 science education in Arizona, the surrounding area, and the nation. You have to have respect for your collaborator’s expertise.”
Luft is quoted as saying, “Some days I might lead, other days Steve will. We both see ourselves as resources for the students in the classroom. I might say something and he’ll chime in and embellish it. We really go back and forth.”
Logistical issues such as budgeting and scheduling can make co-teaching difficult or even impossible. Luft says the ASU administration backs their program strongly, but she and Semken still have to work to coordinate their schedules to ensure they have enough planning time. The Exploration of Science Teaching class is “very typical” of ASU, says Semken, noting the university has a decade-long history of collaboration between its colleges of education and science.
Making time to plan together is essential for successful co-teaching. For Luft, coordinating two faculty schedules is a challenge, but she won’t give up co-teaching the Exploration class. “It’s just too much fun.”
