Surfacing Co-Teaching Discourse Strategies in Initial Teacher Education: A Video-Based Ethnography

Abstract

Research into co-teaching indicates that it is a powerful tool for teacher learning, yielding positive outcomes for both faculty and students (e.g., Duran-Gisbert et al., 2019; Graziano, & Navarrete, 2012). However, few studies have focused on the situated nature of discourse strategies in co-teaching, particularly in formative feedback on assessment in initial teacher education (ITE). To contribute to understanding co-teaching principles and practices further, we explored the question, “How did the co-teachers’ discourse strategies support ITE students’ preparation for a capstone poster presentation?” Guided by a sociocultural perspective of learning, we view the interactions among the teachers and students in a co-teaching class as constituting a dynamic process in (re)shaping the (co)construction of cultural practices and local knowledge across events over time (e.g. Danish & Gresalfi, 2018). Their discursive and social interactions shape the learning opportunities and knowledge construction. The added complexities in a co-teaching context warranted our decision to combine discourse analysis with ethnographic approaches (e.g., Green et al., 2020). By adopting the principles of Interactional Ethnography (Green & Bridges, 2018), we conducted video and discourse analysis from an ethnographic perspective. The data were a video recording of a final three-hour co-teaching session within the final weeks of an ITE program, whereby the ten students rehearsed their group capstone poster presentations to be delivered at a public event in the following week. The presentation of one group of three students became the focal point of analysis based on a co-teaching rich point (Agar, 2006). We constructed a running record and an event map to graphically represent the flow of activity across the session (Green et al., 2007). Then, we analyzed transcripts to identify the co-teachers’ strategies, how they shaped the discussions, and, in turn, influenced the students’ learning opportunities (Bloome et al., 2005). Analysis revealed that both teachers, who are free from a division of authority, actively orchestrated discourse strategies to sustain coherence and continuity in relation to students’ learning (e.g., Bacharach et al., 2008). They employed varied strategies including, displaying non-verbal cues, providing frameworks, signaling references, raising questions, proposing alternatives, making suggestions, facilitating discussions, and initiating and ending topics (Gumperz, 1982). This collection of strategies supported their capstone presentation through: · Linking part-whole relationship to situate the current event from the past to future events · Contextualizing their learning experiences · Identifying contrastive relevance across their learning experiences and reflections · Relating learning theories to pedagogical practices · Engaging in public critique · Providing and receiving formative feedback for assessment as learning This study contributes to the understanding of the complex and dynamic relationships among discourse, social practices, and learning, particularly in a co-teaching learning environment. It made visible how the discursive activities influence students’ learning opportunities and, in turn, illuminated how learning opportunities are shaped by the actions of the members in the class. Findings support that varied discourse strategies can enhance pedagogical practices and inform professional development in co-teaching across discipline and school settings.