Learning about students in co-teaching teams

<%"---"%> tags: 📥️/📜️/🟥️ publish: true aliases: - Learning about students in co-teaching teams - Rytivaara2023 <%"---"%> <%* let title = "Learning about students in co-teaching teams"; let date = tp.date.now("YYYY-MM-DD"); await tp.file.rename(`& ${date} ${title}`); _%> > [!Enllaç]- > zotero_link:: [Rytivaara et al. - 2023 - Learning about students in co-teaching teams.pdf](zotero://select/library/items/ZTDHILZJ) > [!Cita]- > Cita:: Rytivaara2023 > [!Resum]- > Abstract:: Els professors s'enfronten a aules cada cop més diverses a nivell mundial. Per donar suport a tots els estudiants de manera eficient, els professors han de conèixer els seus alumnes. A partir de la literatura sobre l'aprenentatge del professorat i l'educació inclusiva, vam explorar com els professors aprenen a conèixer els seus alumnes en un context de co-ensenyament. L'anàlisi d'entrevistes i diaris de cinc equips co-docents va mostrar que els professors van conèixer els seus alumnes en una aula co-ensenyada mitjançant l'observació dels alumnes i mitjançant l'obtenció de coneixements i la co-construcció del coneixement amb el seu company de co-ensenyament. A més, l'aprenentatge dels professors va comportar una responsabilitat compartida de l'estudiant i una millor comprensió de la diversitat dels estudiants. Així, compartir el coneixement dels estudiants pot alleugerir la càrrega de treball dels professors en entorns inclusius i beneficiar tant als professors com als estudiants. > [!Paraules_Clau]- > Keywords:: > [!autors]- > Autors:: Anna Rytivaara, Jonna Pulkkinen, Iines Palmu > [!meta]- > url:: https://www.tandfonline.com/doi/full/10.1080/13603116.2021.1878299 > doi:: > isbn:: > [!relacionat]- > [!hipòtesi]- > Hipòtesi:: > [!metodologia]- > Metodologia:: > [!resultats]- Resultats > Resultats:: > [!resum]- Resum dels punts importants > Resum:: ## Notes | Codi Color | Significat | | ----------------------------------------- | --------------------- | | Vermell | Desacord amb l'Autor | | Groc | Punt Interesant | | Verd | Important per la tesi | - "Yet, to support student learning, all teachers in the classroom need knowledge and understanding of their students, not only about how they learn but also from a social, cultural and personal perspective (Shulman and Shulman 2004). At the core to success are teachers’ relationships with students (Fransson and Frelin 2016; Frelin 2015; Spilt, Koomen, and Thijs 2011), and knowledge of their students (Hargreaves 2000; Shulman 1987). Teachers’ relationships with their students, and making a difference in their lives, are what drives teacher commitment (Fransson and Frelin 2016 ; Rytivaara and Frelin 2017). Teacher–student relationships are known to have effects on, for example, student behaviour and academic performance (Baker, Grant, and Morlock 2008; Liew, Chen, and Hughes 2010). However, in order to meet the diversity of students and promote student well-being it is important that teachers see students as individuals (e.g. Backman et al. 2012).” [Page 3](zotero://open-pdf/library/items/ZTDHILZJ?page=3&annotation=HE85TAW5) - "Co-teaching is a relational practice in which two or more teachers plan and teach lessons and assess the students together (Thousand, Villa, and Nevin 2006). Successful co-teaching partnership is based on trust and careful pre-planning as teachers need to negotiate common goals and responsibilities together (Baeten and Simons 2014; Gallo-Fox and Scantlebury 2015; Pratt 2014; Shin, Lee, and McKenna 2016). In the process, teachers come to reflect on and share their personal and professional practical knowledge, both being key elements also in teacher learning (e.g. Postholm 2012).” [Page 3](zotero://open-pdf/library/items/ZTDHILZJ?page=3&annotation=2274MKGE) - "In their study of teacher learning, Oliver et al. (2017) describe three modes of sharing, all of which co-teachers are often involved in: directly experienced sharing such as co-teaching, sharing through discussing an experience, and indirect sharing via reification of (the shared) knowledge.” [Page 3](zotero://open-pdf/library/items/ZTDHILZJ?page=3&annotation=AMLZCBH2) - "n particular, when teachers share practical knowledge with each other, they may learn new perspectives from each other or form totally new perspectives together (Rytivaara and Kershner 2012). For the purposes of this paper, we define teacher learning as a process which involves a change in teachers’ practical knowledge (Korthagen 2017)” [Page 4](zotero://open-pdf/library/items/ZTDHILZJ?page=4&annotation=MZ9R6VK3) - "We approach teachers’ learning about students as a continuum from surface-level to deep-level learning (Marton and Booth 1997), where learning is conceptualised in six different forms. When teacher learning is conceptualised as knowledge reproduction, teachers are able to increase their knowledge of their students, memorise and reproduce information about them, and apply this knowledge in their work. When learning is approached as seeking meaning, teachers learn to understand their students better, learn to see them in a different way and change as a person.” [Page 4](zotero://open-pdf/library/items/ZTDHILZJ?page=4&annotation=86LRJU6C) - "Teachers’ relationships with students draw on teachers’ situational, individual-level knowledge about students (Fransson and Frelin 2016). Good teacher–student relationships are essential not only for successful instruction and learning but also for students’ engagement in school (Quin 2016). Teachers’ relationships with students are unique, and developing a trusting relationship takes time and effort. Teacher–student relationship can be understood as a process in which the teacher learns about, for example, a student’s specific learning and socio-emotional needs and how to meet them (Cooper and Scott 2017).” [Page 4](zotero://open-pdf/library/items/ZTDHILZJ?page=4&annotation=N92NQTXY) - "Education for all’ and early intervention are the main principles of the Finnish education system (e.g. Graham and Jahnukainen 2011; Halinen and Järvinen 2008). While the goals of basic education are the same for all students, teachers are duty bound to consider students’ individual needs, adapt teaching when necessary, and support students individually (Halinen and Järvinen 2008). Thus, knowledge of students is an essential part of teachers’ work.” [Page 5](zotero://open-pdf/library/items/ZTDHILZJ?page=5&annotation=BBS8EUEJ) - "The teachers’ knowledge of their students was extensive. In addition to individual students’‘existing skills’ and ‘learning’, teachers knew and talked about students’‘personal characteristics’, ‘background’ and ‘peer relationships’. The teachers considered at least a part of this knowledge to be contextual, as it enabled them to know ‘the whole situation’. In other words, their knowledge of their students extended beyond any specific learning skills (e.g. academic skills) to include understanding of the students and their behaviour in the various circumstances and environments the students were living in. Moreover, 808 A. RYTIVAARA ET AL” [Page 7](zotero://open-pdf/library/items/ZTDHILZJ?page=7&annotation=XD9J9DUZ) - "the teachers’ knowledge about their students was not only knowledge about individuals but also of students as groups with their own characteristics and skills, each group having ‘its own way to function’. In sum, much of the teachers’ knowledge of their students was highly relational” [Page 8](zotero://open-pdf/library/items/ZTDHILZJ?page=8&annotation=4NAGTI7Y) - "Teachers described three means to learn about their students in a co-taught classroom: observing students, obtaining knowledge about them and co-constructing this knowledge together with their co-teacher.” [Page 8](zotero://open-pdf/library/items/ZTDHILZJ?page=8&annotation=ECSSYEBZ) - "In the first of these, the different co-teaching strategies provided teachers with ‘opportunities to observe them [students]’. For example, the co-teachers could negotiate their roles, with one teaching in the front of the classroom and the other observing ‘from the back seat’ or if the students were working in small groups, as instructed by the main teacher, the other could circulate among the students and observe their working ‘as a fly on their shoulder’, or work with an individual student or spend a few minutes from time to time ‘to make written observations’ about the students working.” [Page 8](zotero://open-pdf/library/items/ZTDHILZJ?page=8&annotation=UHE7UPJQ) - "The second means of learning was obtaining information directly from a colleague.” [Page 8](zotero://open-pdf/library/items/ZTDHILZJ?page=8&annotation=H7B6F7QH) - "The third means by which teachers learned about their students was by co-constructing knowledge of them. That is, the two co-teachers shared their practical knowledge of INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION 80” [Page 8](zotero://open-pdf/library/items/ZTDHILZJ?page=8&annotation=IX2DNUTD) - "students, their ‘impressions’, ‘experiences’ and ‘observations’, and then discussed and compared these with each other.” [Page 9](zotero://open-pdf/library/items/ZTDHILZJ?page=9&annotation=3RD2ND9D) - "co-constructing knowledge about students was based on teachers already knowing students at least on some level, as the teachers were able to share information even from lessons and situations where the other teacher was not present.” [Page 9](zotero://open-pdf/library/items/ZTDHILZJ?page=9&annotation=F39ZTWCD) - "it promoted shared responsibility for students and better understanding of student diversity.” [Page 9](zotero://open-pdf/library/items/ZTDHILZJ?page=9&annotation=7B4RHYRY) > [!context]- > Context:: > [!importància]- > Importància::