Chapter 10: Using Co-Planning and Co-Teaching Strategies to Transform Secondary Mathematics Clinical Experiences¹

During clinical experiences, prospective teachers should be encouraged to make connections to content addressed within their teacher preparation program course-work (Zeichner, 2010). Prospective teachers also need to be mentored by highly effective teachers who are able to provide appropriate guidance and feedback (Darling-Hammond, 2010); see Chapter 7 for further discussion of this literature. Therefore, using an improvement science research design (Bryk, Gomez, Grunow, & LeMahieu, 2015), the Co-Planning and Co-Teaching subgroup was formed as a part of the Clinical Experiences Research Action Cluster (CERAC) to study how the use of co-planning and co-teaching could support collaborative pairs and how this sub-RAC could develop resources to help teachers enact co-teaching within a secondary mathematics context (Strutchens, Iiams, & Sears, 2016).