The Implementation of Co-teaching Model within the Moroccan TEFL Classroom-Moroccan Teachers Trainers’ Perspectives

##plugins.themes.bootstrap3.article.main##

  •   Yassine Raha

  •   Mohammed Qasserras

Abstract

Despite the high prevalence of co-teaching in EFL classes around the globe because of its numerous advantages, it is noticed that its implementation is below the expectation in the Moroccan context because of various reasons. This article’s fundamental objectives are twofold: It investigates the successful implementation of this approach from teacher trainers’ perspectives and the appropriate model that can be applied smoothly and successfully in the Moroccan EFL context. An online questionnaire is used to collect data about teacher trainers’ attitudes toward the suitable model that can be applied in the Moroccan English classes. The preliminary results of this article unveil that teacher trainers have a positive attitude toward the implementation of co-teaching. Nonetheless, there are some individual, psychological, and institutional constraints that impede its implementation. Therefore, getting rid of individual culture and encouraging the habit of co-operating among pupils along with recruiting more professional teacher trainers to raise teachers’ trainees and experienced teachers’ awareness of the importance of this approach are the most effective solution to apply it successfully in Moroccan EFL classrooms.


Keywords: collaboration, co-teaching, implementation, teacher trainers.

References

Al-Saaideh, M. A. (2010). A rationale to adopt team teaching in prevocational education in Jordan. Journal of Instructional Psychology, 37(4),269–285.

Anderson, R. S., & Speck, B. W. (1998). Oh, what a difference a team makes: Why team teaching makes a difference. Teaching and teacher education, 14(7), 671–686.

Austin, M. P., Mitchell, P., & Goodwin, G. M. (2001). Cognitive deficits in depression: possible implications for functional neuropathology. The British journal of psychiatry, 178(3), 200–206.

Badiali, B., & Titus, N. E. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4(2), 74–80.

Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92–110.

Birrell, J. R., & Bullough Jr, R. V. (2005). Teaching with a peer: A follow-up study of the 1st year of teaching. Action in Teacher Education, 27(1), 72–81.

Boland, D. E., Alkhalifa, K. B., & Al-Mutairi, M. A (2019). Co-teaching in efl classroom: the promising model. English Language Teaching, 12(12), 95–98.

Bullough Jr, R. V. (2002). Practicing theory and theorizing practice in teacher education. In Teaching about teaching (pp. 27-45). Routledge.

Bullough Jr, R. V., Young, J., Birrell, J. R., Clark, D. C., Egan, M. W., Erickson, L. & Welling, M. (2003). Teaching with a peer: A comparison of two models of student teaching. Teaching and teacher education, 19(1), 57–73.

Burns, V. F., & Mintzberg, S. (2019). Co-teaching as teacher training: Experiential accounts of two doctoral students. College teaching, 67(2), 94–99.

Chitiyo, J. (2017). Challenges to the use of co-teaching by teachers. International Journal of Whole schooling, 13(3), 55–66.

Chen, C. W., and Y. S. Cheng. 2010. A case study on foreign English teachers challenges in Taiwanese elementary schools. System, 38, 41–49.

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on exceptional children, 28.

Dee, A. (2012). Collaborative clinical practice: an alternate field experience. Issues in Teacher Education, 21(2), 147e163.

Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11–15

Easterby-Smith, M., &Olve, N. G. (1984). Team teaching: making management education more student-centered? Management Education and Development, 15(3), 221–236.

Gardiner, W., & Robinson, K. S. (2009). Paired field placements: A means for collaboration. The New Educator, 5(1), 81–94.

Friend, M., & Cook, L. (2007). Co-teaching. Interactions-collaboration professionals (5th ed.). Boston MA: Pearson.

Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25, 85e296. http:// dx.doi.org/10.1016/j.tate.2008.10.003.

Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109–126.

Gurman, E. B. (1989). The effect of prior test exposure on performance in two instructional settings. The Journal of Psychology, 123(3), 275–278.

Hang, Q., &Rabren, K. (2009). An examination of o-teaching: Perspectives and efficacy indicators. Remedial and special education, 30(5), 259–268.

Helms, J. E., Jernigan, M., &Mascher, J. (2005). The meaning of race in psychology and how to change it: a methodological perspective. American psychologist, 60(1), 27.

Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma Bulletin, 74(2), 8.

Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29–34.

Kamens, M. W. (2007). Learning about co-teaching: A collaborative student teaching experience for pre-service teachers. Teacher Education and Special Education, 30(3), 155–166.

Kurtts, S. A., & Levin, B. B. (2000). Using peer coaching with pre-service teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297–310.

Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & Mcduffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in school and clinic, 40(5), 260–270.

Murawski, W. W. (2006). Student outcomes in co-taught secondary English classes: How can we improve? Reading & Writing quarterly, 22(3), 227–247.

Pancsofar, N., & Petroff, J. G. (2013). Professional development experiences in co-teaching: Associations with teacher confidence, interests, and attitudes. Teacher education and special education, 36(2), 83–96.

Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). Collaborative teaching for teacher educators-Whatdoes the research say? Teaching and teacher education, 25(4), 569–574.

Pancsofar, N., & Petroff, J. G. (2013). Professional development experiences in co-teaching: Associations with teacher confidence, interests, and attitudes. Teacher education and special education, 36(2)83–96.

Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and teaching, 11(1), 95–116.

Richards, J. C., Richards, J. C., & Farrell, T. S (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

Roth, W. M., & Tobin, K. (2001). The implications of co-teaching/cogenerative dialogue for teacher evaluation: Learning from multiple perspectives of everyday practice. Journal of Personnel Evaluation in Education, 15(1), 7–29.

Sluti, D. G., Lebsack, R. R., &Lebsack, S. A. (2004). Team-Teaching: Faculty and Student Perceptions of benefits and Detriments. UNK/CTE: Compendium of Teaching Resources and Ideas, 97–109.

Sorensen, P. (2004). Learning to teach collaboratively: the use of subject pairs in the school practicum. Canadian Journal of Educational Administration and Policy, 32,1–24.

Terès Arcarons, C., & Escobar Urmeneta, C. (2021). Coteaching in foreign language education (FLE) Contexts: a narrative of a co-teaching experience. [Master dissertation, University of Barcelona]. https://ddd.uab.cat/record/230669.

Britton, L. R., & Anderson, K. A. (2010). Peer coaching and pre-service teachers: Examining an underutilized concept. Teaching and Teacher Education, 26(2), 306–314.

Vacilotto, S., & Cummings, R. (2007). Peer coaching in TEFL/TESL programs. ELT journal, 61(2), 153–160.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.

Walsh, K., & Elmslie, L. (2005). Practicum pairs: An alternative for first field experience in early childhood teacher education. Asia-Pacific Journal of Teacher Education, 33(1), 5–21.

##plugins.themes.bootstrap3.article.details##

How to Cite
Raha, Y., & Qasserras, M. (2022). The Implementation of Co-teaching Model within the Moroccan TEFL Classroom-Moroccan Teachers Trainers’ Perspectives. European Journal of Education and Pedagogy, 3(6), 103–108. https://doi.org/10.24018/ejedu.2022.3.6.470