2011 | 13 | 2 | 70-86
Article title

Collaboration, Mentoring and Co-Teaching in Teacher Education

Title variants
Languages of publication
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.
Physical description
  • Georgia State University, the United States of America
  • Georgia State University, the United States of America
  • University of British Columbia, Canada
  • Acker, S. (1997). Becoming a teacher educator. Voices of women academics in Canadian faculties of education. Teaching and Teacher Education, 13(1), 65-74.
  • Anderson, G. L., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21; 40.
  • Armstrong, D. (1977). Team teaching and academic achievement. Review of Educational Research, 47(1), 65-86.
  • Bernard, H. W., & Huckins, W. C. (1974). Humanism in the classroom. An eclectic approach to teaching and learning. Boston, MA: Allyn and Bacon.
  • Brisk, M. E. (Ed.). (2008). Language, culture, and community in teacher education. New York: Lawrence Erlbaum.
  • Britzman, D. (2007). Teacher education as uneven development: Toward a psychology of uncertainty. International Journal Leadership in Education, 10(1), 1-12.
  • Cave, P. (2009). Humanism. Oxford, England: Oneworld.
  • Cobb, M., Fox, D., Many, J., Mathews, M., McGrail, E., Taylor, D. L., Sachs, G., Wallace, F., & Wang, Y. (2006a). Mentoring in literacy education: A commentary from graduate students, untenured professors and tenured professors. Mentoring and Tutoring, 14(4), 371-387.
  • Cobb, M., Fox, D., Many, J., Mathews, M., McGrail, E., Taylor, D. L., Sachs, G., Wallace, F., & Wang, Y. (2006b). Mentoring in the political and cultural world of academia. An exploration of the experiences of literacy educators. National Reading Conference Yearbook, 55, 1-16.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5-28.
  • Cochran-Smith, M., & Fries, K. (2005). The AERA panel on research and teacher education. In M. Cochran-Smith & K. M. Zeicher (Eds.), Studying teacher education (pp. 37-68). Mahwah, NJ: Lawrence Erlabum.
  • Davies, T. (2008). Humanism. New York: Routledge.
  • Dewey, J. (1933). How we think. New York: Heath & Co.
  • Dewey, J. (1938). Experience and education. New York: Collier Books.
  • Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6-18.[Crossref]
  • Doheny, C., & Sachs, G. T. (2007). The state of ESOL teacher education in the state of Georgia. The GA Journal of Reading, 30(2), 32-39.
  • Evans, R. (2011). Case study method in sustainability research. In A. Franklin & P. Blyton (Eds.), Researching sustainability. A guide to social science methods, practice and engagement (pp. 54 - 70). Abingdon, Oxon: Earthscan.
  • Foucault, M. (1967). Madness and civilization. United Kingdom: Tavistock.
  • Franklin, A., & Blyton, P. (Eds.). (2011). Researching sustainability. A guide to social science methods, practice and engagement. Abingdon, Oxon: Earthscan.
  • Freire, P. (2000). Pedagogy of the oppressed. (M. B. Ramos, Trans., 30th anniversary ed.). New York: Continuum. (Original work published 1970).
  • Friend, M., & Cook, L. (2007). Interactions: Collaborations skills for school professionals. Boston: Pearson Education.
  • Friend, M., Cook, L., Harley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaborating in special education. Journal of Educational & Psychological Consultation, 20(1), 9-27.
  • Fullan, M. (2011). The moral imperative realized. Thousand Oaks, CA: Corwin.
  • Halton, N., & Smith, D. (1995). Reflection in teacher education. Towards a definition. Teaching and Teacher Education, 11(1), 33-49.
  • Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning.
  • Lortie, D. C. (1975). Schoolteacher. Chicago: University of Chicago Press.
  • Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21, 193-203.
  • Maddi, S. R., & Costa, P. T. (1972). Humanism in personology: Allport, Maslov, and Murray. Chicago, IL: Aldine and Altherton.
  • McKenzie, R. G. (2009). A national survey of pre-service preparation for collaboration. Teacher Education and Special Education, 32(4), 379-393.
  • Mertz, N. T. (2004). What's a mentor, anyway? Educational Administration Quarterly, 40, 541-560. DOI: 10.1177/0013161X04267110.[Crossref]
  • Mullen, C. A., & Kealy, W. A. (2000). Opportune encounters: Hosting extramural mentoring programmes for new scholars. Mentoring & Tutoring, 8(3), 221-240.
  • Munby, H., & Russell, T. (1993). Reflective teacher education: Technique or epistemology? Teaching and Teacher Education, 9(4), 431-438.
  • Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, 125-142.
  • Noddings, N. (1984). Caring, a feminine approach to ethics and oral education. Berkeley, CA: University of California Press.
  • Nunan, D. (Ed.). (1992). Collaborative language learning and teaching. Cambridge, UK: Cambridge University.
  • Phillips, L. (2006). Womanism on its own. In L. Phillips (Ed.), The womanist reader (pp. XIX-LV). New York: Routledge.
  • Reybold, L. E. (2003). Pathways to the professorate: The development of faculty identity in education. Innovative Higher Education, 27(4), 235-252.
  • Rossiter, A. (1993). Teacher educators in classroom research. Practising what we preach. In J. Edge & K. Richards (Eds.), Teachers develop, teachers research: Papers on classroom research and teacher development (pp. 136-146). Oxford: Heinemann.
  • Sachs, G. T., Hendley, M. L., Klosterman, S., Muga, E., Roberson, A., & Soons, B. (2008). Integrating funds of knowledge in the ESOL practicum: The missing element. GATESOL, 21(2), 23-30.
  • Sachs, G. T., Clarke, P., Kinuthia, W., McGrail, E., & Verma, G. (2011). Disclosure, dialogue and coming of age in the academy. In S. Robbins, S. Smith & F. Santini (Eds.), Bridging cultures: International women faculty transforming the U.S. academy (pp. 80-101). Lanham, Md.: University Press of America.
  • Schon, D. (1984). The reflective practitioner. New York: Basic Books.
  • Sheared, V. (2006). Giving voice: An inclusive model of instruction - a womanist perspective. In L. Phillips (Ed.), The womanist reader (pp. 269-279). New York: Routledge.
  • Slavin, R. E. (1985). An introduction to cooperative learning research. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 5-15). New York: Plenum.
  • Smith, E. R., Basmadjian, K. G., Kirell, L., & Koziol, S. M. (2003). On learning to teach English teachers: A textured portrait of mentoring. English Education, 36, 6-34.
  • Tabachnich, B. R., & Zeichner, K. (Eds.). (1991). Issues and practices in inquiry-oriented teacher education. Bristol, PA: Falmer.
  • Van Dyne, L. (1996). Mentoring relationships. A comparison of experiences in business and academia. In P. J. Frost & M. S. Taylor (Eds.), Rhythms of academic life. Personal accounts of careers in academia (pp. 159-163). Thousand Oaks, CA: Sage.
  • Vandrick, S. (2009). Interrogating privilege. Reflections of a second language educator. Ann Arbor: University of Michigan.
  • Zeichner, K. M. (2005a). A research agenda for teacher education. In M. Cochran-Smith and K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737-760). Mahwah, New Jersey: American Educational Research Association, Lawrence Erlbaum.
  • Zeichner, K. M. (2005b). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117-124.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.