Secondary teacher perceptions of co teaching models

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Secondary teacher perceptions of co teaching models

Capacity for analysis and synthesis No clear-cut definition of the capacity emerged from the consultation but it was evident that the Subject Area Groups SAGs defined analysis and synthesis in a very wide sense.

The Business Studies SAG listed among others the elements of identifying the right research question or problem, the ability to describe as well as to conclude and formulate recommendations as indicators.

The Education SAG also took into account the reflective ability of a student and the ways in which this demonstrates the capacity for description, analysis and synthesis. If not, students should find out what they could use from past experience and start there to develop new approaches to solving the problem.

Other SAGs defined analysis in a way which seems to comprise all these indicators as activities, i. It demands logical thinking, using the key assumptions of the relevant subject area and even the development of this area further by research.

In no SAG was the acquisition of this skill taught in a separate element or module, i.

Secondary teacher perceptions of co teaching models

This view was also supported by the perceptions of students. Data collected from students showed that they attached great importance to this competence as it enabled them to relate theory and practice, evaluate findings logically and use instruments to find out alternative ways; they perceived it as being highly pertinent to their future professional career.

For the description of the competence a large number of expressions were used: This wide definition is essential as it relates directly to the teaching and learning activities which enable students to achieve this competence.

It is highlighted that the competence is directly related to the ability to solve problems, another highly ranked generic competence. Assessment of the extent to which this competence has been achieved varies according to the way in which it has been developed.

In some SAGs this was done partly through group meetings and discussion sessions.

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The assessment can also be based on how students analysed material or information. In the Education SAG a variety of modes of assessment were identified: Students may also contribute to their assessment by submitting or presenting a "self-evaluation" at the end of the semester.

Feedback is organised through group discussions or individually, whether in writing or face-to-face. In most cases, however, it is described as the ability to perform specific academic tasks, which may vary according to the discipline.

In initial teacher education there is a clear projection into the future teaching profession.

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In the second cycle this competence is often described in more professional terms, and may be more closely associated with activities to be performed in the workplace such as collecting information from diverse sources and writing a report on a complex issue.

The different teaching methods used to help the students achieve this competence reflect different approaches to practice. Accordingly, the opportunities for practice provided inside and outside the institution are described differently in the various disciplines, as exercises of various types, practical classes, lecture sessions, seminars, field classes, laboratory sessions, industrial projects, industrial placements, study visits, field excursions, student teaching practice.

Some disciplines suggest that this competence can be best developed by doing a project or writing a thesis.

Secondary teacher perceptions of co teaching models

Others, like Business Studies, Chemistry, Mathematics and Education emphasise the need to provide appropriate tools and methods as well as opportunities for problem solving.

The Education group emphasises the importance of reflection on work done. Earth Science Geology reported the centrality of this competence to the development of subject knowledge. Sometimes the learning activities intended to develop this competence are carried out in connection with the world of work.

In Physics, Chemistry, Business Studies among other subjects final year projects can be carried out partially or totally in an industrial environment, and in Nursing and Education there is a substantial practical component. Learning activities for this competence may also be carried out within the academic learning environment, performed by whole classes, small groups and individual students.

I t is traditional in Earth Science to have students undertake a mapping thesis involving some six weeks applying their knowledge in the field working either autonomously or in a small group, usually with limited supervision.

The resultant report on this independent work can comprise a significant component of the final exam and is considered extremely important by employers. Continuous assessment of progress is based on seminars, exercises of increasing complexity, laboratory work, short oral presentations, teaching practice, assignments, regular meetings with the teacher for evaluation and feedback on the project.


For some courses, only a part of the marks are given for coursework, in other cases coursework completely replaces the traditional examination. This may be particularly true in the second cycle.

This competence can be assessed through the essay format provided that the task set is clear and well constructed. A three part model for a task might include a requirement to outline the theoretical bases of the issue; a requirement to outline relevant issues to do with implementation in practice; and illustrations of how this is done, or would be done, in the working context of the candidate.

It would not examine content knowledge very efficiently, since the topic would be too large to deal with, and there might even be a danger of plagiarism, or at least over reliance on the source materials.Peter Kent is the Deputy Principal at Richardson Primary in the ACT.

This article describes that school's recent experience with "Smart Boards" - an interactive computer display which allows the teacher to work through and navigate various software and the Internet from . JSTOR is a digital library of academic journals, books, and primary sources.

A teacher (also called a school teacher or, in some contexts, an educator) is a person who helps others to acquire knowledge, competences or values.. Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family.

exploring the perceptions of teachers implementing co-teaching models in secondary schools in Western Pennsylvania. In addition, by analyzing this topic through the lens of the Cooperative Learning Theory () and Gately and Gately’s () effective components of co-teaching, this study will address a current gap in the literature.

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