Careful Co-Planning for Effective Team Teaching in Mathematics

This paper reports on a semester-long co-teaching investigation in which three mathematics teacher educators the USA themselves enacted co-plan/co-teach credentialing model context of content course for future elementary teachers. The sought to examine co-planning practices improving team teaching strategy. Data were collected from over fifteen weeks, including twice-weekly journal entries and classroom observation protocols. Utilizing first-person research study design, found that strategy could be used maximize resources improve lesson cohesion during taught lessons. In particular, meetings divide responsibilities by learning goal or task. this novel approach educator training, we describe along with its expansion, implementation, benefits, limitations, argue use co-teachers’ repertoire.