Abstract
This paper presents a unique application of existing model of coteaching (Kerr, 2019; Murphy and Beggs, 2010). The project trialled the co-teaching model for developing literacy with science in post primary schools. Student teachers (one Science, one English) were the co-teachers, whilst on placement for their initial teacher education programme. The student teachers were asked to co-plan, coteach and co-evaluate a series of lesson focused on teaching and learning for the environment and sustainability in post-primary Science and English (for 11–14-year-olds). The coteaching pairs were in three schools across Northern Ireland and almost 70 pupils were involved. It is important to note that these lessons were conducted within the specified curriculum for Key Stage 3 in Northern Ireland, as there are opportunities to specifically look at media awareness and education for sustainable development, for example. This was to ensure the maximum potential for sustainability of such an approach and the teaching of the content, beyond the student teachers’ time in the schools. The project was evaluated using a mixed methods approach. Pre- and post-surveys were conducted with the pupils, with follow up focus groups. Data from the student teachers included reflective diaries and one-to-one interviews. Relevant staff in the participating schools also took part in follow-up interviews. The results of this evaluation were positive. The pupil data evidenced improved attitudes to learning Science and English together, improved scientific literacy and more positive attitudes towards and understanding of environmental sustainability and critical literacy/communication. Their views on Climate Change were strengthened. Pupils reported that the lessons felt more applicable to their life and developed their literacy skills. From the coteacher’s perspective (student teachers), they reported that they enjoyed teaching the lesson together, were able to play to their strengths but found it difficult to balance this type of co-teaching model in terms of content. They also made it clear that choosing resources was a key component of success. Evidence from the participating schools emphasised an increased enjoyment in literacy lessons, increased understanding of education for the environment, sustainability as well as improved understanding of newspaper and non-fiction texts and increased awareness of language across subjects.
Original language | English |
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Publication status | Published - 06 Apr 2024 |
Event | Educational Studies Association of Ireland Conference 2024 - Maynooth, Ireland Duration: 04 Apr 2024 → 06 Apr 2024 |
Conference
Conference | Educational Studies Association of Ireland Conference 2024 |
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Abbreviated title | ESAI 2024 |
Country/Territory | Ireland |
City | Maynooth |
Period | 04/04/2024 → 06/04/2024 |