In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

2016年，来自两个不同州（东南部和西部）的两个教育者准备计划（EPP）的研究人员选择研究在每个当地人中开展了3年的学生教学期间的共同教学的干预措施。研究人员希望（a）在每个地点的背景下识别并阐明联合教学模型，（b）开始了解为什么这种方法作为最终的服务前体验可能会有益，并且（c）探索以下步骤：如何在服务前编程中更好地实现联合教学体验，而不管上下文如何。在一个学生的初级课程（东南）和一个中学的课程（西部）对学生教学中的共同教学进行了检查。结果表明，在学生教学期间进行共同教学对于小学和初中的学习而言，是进行职前培训和指导老师发展的可行选择。候选教师（TC）根据教师，学生的需求和所教授的内容确定了联合教学策略。这被认为是现有文献中未报道的独特发现。其他发现表明，该模型提高了TC的教学信心和舒适度，支持了差异化和教学时间的增加，促进了MT掌握技术知识和经验的通行，并帮助TC学会了以更高的故意性来管理人力资源。提供了对未来研究的建议，以及对有兴趣在学生教学中实施共同教学的EPP教师的建议。