Promoting instructional change via co-teaching

Henderson, Charles; Beach, Andrea; Famiano, Michael

doi:doi:10.1119/1.3033744

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American Journal of Physics -- March 2009 -- Volume 77, Issue 3, pp. 274

Promoting instructional change via co-teaching

Charles Henderson¹, Andrea Beach², and Michael Famiano³

¹Department of Physics and Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, Michigan 49008-5252
²Department of Teaching, Learning and Leadership, Western Michigan University, Kalamazoo, Michigan 49008-5252
³Department of Physics, Western Michigan University, Kalamazoo, Michigan 49008-5283

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Physics Education Research (PER) has made significant progress in developing effective instructional strategies, but disseminating the background knowledge and strategies to other faculty has proven difficult. Co-teaching is a promising and cost-effective alternative to traditional professional development which may be applicable in particular situations. We discuss the theoretical background of co-teaching and describe our initial experience with it. A new instructor (Famiano) co-taught an introductory calculus-based physics course with an instructor experienced in PER-based reforms (Henderson). The pair taught within the course structure typically used by Henderson and met regularly to discuss instructional decisions. An outsider (Beach) conducted separate interviews with each instructor and observed several class sessions. Classroom observations show an immediate use of PER-based instructional practices by the new instructor. Interviews show a significant shift in the new instructor’s beliefs about teaching and intentions of future use of PER-based instructional approaches.