This research study shows one teacher preparation program’s (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The research team developed “ideal” benchmarks for the coteaching reflection prompts and analyzed the data in respect to these benchmarks to see how close preservice teachers met coplanning, coinstructing, and coassessing benchmarks. Data are reported according to these benchmarks, presenting these data for the entire cohort and by individual disciplines before providing detailed case studies for two pairs within the English cohort. Recommendations are provided for TPPs who want to use a similar coteaching reflection survey and approach to data analysis to inform more immediate pair support.

这项研究表明，一个教师准备计划 (TPP) 试图更好地衡量共同教学的实施，以及 TPP 如何提供更直接的结对支持。我们展示了 44 名中学职前教师在 20 周的临床经验中完成的 777 次每周辅助教学反思调查的分析结果。研究小组为共同教学反思提示开发了“理想”基准，并分析了与这些基准相关的数据，以了解职前教师与共同计划、共同指导和共同评估基准的接近程度。根据这些基准报告数据，在为英语队列中的两对提供详细的案例研究之前，为整个队列和各个学科提供这些数据。