A Case Study on Co -teaching for Preservice Teachers in Remedial...

A Case Study on Co-teaching for Preservice Teachers in Remedial Instruction

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A Case Study on Co-teaching for Preservice Teachers in

Remedial Instruction

Abstract

The remedial instruction has been provided at elementary and middle schools in

Taiwan for years. The purpose of remedial instruction is to diagnose students’ learning

difficulties and develop appropriate ways to help students learn better. However,

schools suffer from the shortage of in-service qualified teachers. Fortunately, preservice

teachers who received the required training credits are able to participate in the remedial

instruction. But the lack of teaching experiences makes it challenging for preservice

teachers to support remedial instruction.

Co-teaching is a way in which two teachers work together in one class and share

equal responsibility of teaching. Two teachers collaborate with each other in curriculum

design, lesson planning, classroom management, and learn from each other. Co-

teaching was proven as an effective practice of scaffolding preservice teachers’ learning

and teaching profession.

The purpose of the study was to explore preservice teachers’ co-teaching in

remedial instruction. Six preservice teachers who had been co-teaching in remedial

instruction were interviewed. It was found that preservice teachers took turns giving

lecture and assisting class management. They also brainstormed for lesson planning,

reflected on their own teaching, and gave feedback on partner teacher’s teaching. Co-

teaching was found beneficial to preservice teacher’s teaching profession, including

curriculum design, innovative instruction, teaching practice, classroom management,

and assessment. The advantage of co-teaching included that students felt fresh about

each teacher’s teaching style, which motivated students to learn. But the downside of

co-teaching included the disconnection between lectures given by different teachers.

The communication between preservice partners was found crucial especially in lesson

planning and classroom management.

Discussions and suggestions of preservice teachers’ co-teaching in remedial

instruction were further provided.

Keywords: remedial instruction, co-teaching, teaching profession, preservice teacher

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