Purpose The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.

中文翻译：

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问正确的问题

目的本文的目的是探讨在英国的大学-学校初始师范教育（ITE）合作计划中，联合教练的各个方面是否可以支持小学科学师范教育。设计/方法/方法采取了一种混合方法方法，方法是由学生教师对教练问卷做出回应，并结合对录音学生教师的共同对话进行定性探索。非正式的学生教师讨论小组被用作一种方法，以辨别他们关于在大学教学课程中进行辅导的态度和信念。结果分析和随后的数据整合表明，联合教练的许多方面都支持学生教师的教学知识获取和专业发展。此外，问卷调查表和小组讨论表明，学生教师对这种学习方式持积极态度。原创性/价值这项研究评估了小学教师科学教育过程中对教练技术的创新使用，其成果对英格兰乃至更远地区的ITE课程设计具有明显的启示。