Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity

Abstract

This article discusses the collaborative planning and co-teaching experiences of two college faculty who co-taught a second language acquisition course in an undergraduate teacher education program at an urban college. Three questions frame the activities and reflections of the authors’ experiences and provide insights into characteristics, planning, and strategies of co-teaching in teacher education. The course was structured using thematic units and weekly lesson plans. The authors agree the benefits of co-teaching outweigh the challenges.