Date of Award
Doctor of Education (EdD)
Education Policy, Planning, and Administration
Heather Schugar, Ph.D.
Karen Johnson, Ph.D.
Sara Missett, Ed.D.
This qualitative collective case study examined how Professional Development School (PDS) mentors and interns implemented a co-teaching model in their classrooms. Specifically, this study focused on the specific behaviors and actions between the mentors and interns during the co-planning and co-teaching experience, as well as their perceived challenges and benefits of the co-teaching model. Although the participants most frequently used the one teach-one assist strategy, they also implemented team teaching and station teaching. Mentors spoke more often than interns, most often teaching or telling information to the intern during this communication. Interns provided more verbal and nonverbal affirmations to the mentors. Both mentors and interns reported student, managerial, and personal benefits to implementing the co-teaching model, while citing time and personality differences as potential challenges.
Eberly, Rebecca, "Co-teaching in a Professional Development School Partnership: Case Studies Tell the Story" (2018). West Chester University Doctoral Projects. 7.