engleski

Creating transformative practice through coteaching

Creating co-teaching experience on University level is an effective way to learn through collaborative work. Teachers need learning opportunities in safe environments to make sense of the ideas of shared decision-making, inter-cultural communication, and collaborative planning. This is one of the reasons why teacher-preparation programs recently have been called on to include models of collaboration and co-teaching in their programs. This article explores key issues in designing and implementing effective co-teaching programs and describes a model of collaborative partnership and co-teaching between University teachers on a course in Community Youth Work. The program description specifically highlights the integration of two colleagues from different multicultural backgrounds. Using co-teaching, across cultural boundaries, with reflective practice provides a modelling example for other high school teachers in a global setting. This demonstrates a different way of dealing with collaboration in a constructive and positive manner. In this article, we have included details about our co-teaching model as well as information related to our curriculum and assessments. We also discuss establishing collaborative co-teaching relationships, introducing co-teaching to stakeholders, and offer recommendations for those considering the implementation of co-teaching partnerships and collaborative models in higher education institutions. Furthermore, introducing building and embedding reflective practice allows for a shift from an effective to transformative model of teaching.

co-teaching ; collaborative partnership ; reflective practice ; higher education.

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