Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching

Despite extensive interdisciplinary research on co-teaching over the last few decades, existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, might enhance student learning or even experience. In first conversation analytic study to be done for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. identify interactional practices (synchronizing amending) that co-teachers deploy which underlie maximize “co-ness” their collaborative dynamic. analyzing describing these in detail, reveal some ways accomplish collaboration, also present evidence how such can both teaching a young students. Findings contribute nascent discourse co-teaching, provide novel insight classrooms, lay groundwork practical suggestions training materials co-teachers.