Graduation Year
2021
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Ruthmae Sears, Ph.D.
Committee Member
Darlene DeMarie, Ph.D.
Committee Member
Mile Krajcevski, Ph.D.
Committee Member
Laura Sabella, Ph.D.
Keywords
Activity Theory, Collaboration, Equity, Key Practices, Practicum
Abstract
Researchers have called for more empirical research exploring better ways to organize clinical practice around teacher candidate (TC) learning and the coursework-fieldwork gap. This study responds to their call by exploring secondary mathematics TC learning in early clinical placements that use co-teaching. Further, this study views co-teaching in clinical practice through the lens of an activity system. An activity system conceptualizes co-teaching in clinical practice as a complex learning environment or a learning ecology. This study uses a convergent mixed methods design. Findings reveal evidence of TC learning of eight key practices associated with co-teaching in their early clinical placements. Further, correlational analysis suggests a strong positive association between the number of instances of the key practice of Adaptive Teaching coded in TC reflections and observations and the MCOP2 construct of Student Engagement in observations of their teaching. Additionally, TCs who report more instances of the key practice of Adaptive Teaching also perceive their mentors as being more collaborative and feel more comfortable communicating their ideas to their mentors. This study illuminates TC learning of key practices in early clinical placements when TCs co-teach for only 60 hours. The implication of this study for teacher preparation programs is that by cultivating early learning of these key practices in a co-teaching practicum, teacher preparation programs may ensure TCs are collaborative-practice ready or co-teaching practice-ready for learning of these key practices in their final field or clinical internship.
Scholar Commons Citation
Castro-Minnehan, Cynthia A., "An Ecology of Learning: Secondary Mathematics Teacher Candidate Learning While Co-Teaching in Early Clinical Practice" (2021). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9083
