Colette Murphy is a professor of science and mathematics education at the School of Education, Trinity College, Dublin. She has been a teacher educator for more than 25 years and has published two books and many articles on improving the experience of pre-service teachers in schools. Her research centres on science learning and teaching at all levels, and she is well known for her work on coteaching in initial teacher education.
Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.
The text offers a valuable overview of how to work with new
practitioners and support their practice with a coteaching
approach. It clearly defines what coteaching is, what coteaching
looks like within the classroom context and how it differs from
other forms of collaborative teaching, and the theoretical basis of
coteaching. It offers a wide range of tested and helpful solutions
to work with others and developing trainees’ in practice, and is
underpinned by detailed research. It offers a clear advice and
guidance and useful models of practice which can be used in a range
of contexts. A very thought provoking and insightful read, which
really changes your thinking about how you can approach
school-based teacher training and vary the activities, strategies
and techniques you use to make the most of your trainees’ talents.
Succinct and very clear.
*Lizana Oberholzer, NASBTT*
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