The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States.
A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space.
The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers.
The significance and practical implications are to develop partnerships to promote effective teaching.
