Can You Hear Me Now?!: Development of Teacher Voice during Co-Teaching Cycle

Abstract

The development of teacher voice and authority is a critical aspect of a teacher’s identity, yet can be easily overlooked by teacher preparation programs. The co-teaching cycle has emerged as a collaborative instructional model that not only benefits student learning, but also provides a special space for preservice teachers to develop the facets that make up their teacher voice. This study used surveys (i.e., P-STMI, Perceptions of Co-Teaching) and transcribed audio recorded co-planning and co-reflection sessions to examine how engaging in the co-teaching cycle impacted the development of my teacher's voice and identity. Findings showed notable growth of my personal teacher voice. That growth was focused primarily in belonging to a community, self-efficacy, enthusiasm, well-being, and transitioning between student and teacher thinking. Co-teaching provided opportunities to engage in pedagogical synergy, instructional decision-making, adapting to student needs, and fostering confidence within the classroom environment. Additionally, survey results indicated the preservice teachers (PSTs) in the course generally perceived the co-teaching model positively, particularly valuing access to diverse perspectives, individualized support, and authentic modeling of collaboration whilst expressing neutral views on the direct impact to their personal learning outcomes. Overall, this study suggests that the co-teaching cycle can serve as a powerful mechanism for preservice teacher (co-teacher) voice development and intentional use of collaborative structures in undergraduate mathematics education courses may enhance all parties, across the board. Enhancing connection to modern student thinking for mentor teachers, teacher preparation for all PSTs involved, and student engagement for PSTs in the course. Implications for practice and suggestions for future research as also discussed.