Guiding Innovations in Clinical Practice by Investigating Motivation in Co-Teaching vs. Traditional Student Teaching
This research provides a unique lens by exploring co-teaching and motivation through both variable-centered (i.e., traditional linear statistical tests) and person-centered (cluster analysis) analyses. Findings from this research add to the field in that they can provide alternative ways to study motivation and teacher candidate performance, assist large teacher education programs in reducing the number of quality student placements needed each semester as they implement a 2:1 co-teaching model. There are practical and process-focused co-teaching implications such as alleviating challenges in finding quality placements by reducing the number of placements needed (two students to one clinical teacher model); easing clinical
teacher concerns about turning over their classrooms to novices for prolonged periods of time; and by increasing the amount of planning, teaching, and assessing required from teacher candidates. It helps increase clinical teachers’ willingness to host teacher candidates, as they no longer have to turn over their classrooms to the teacher candidates but instead engage in co-
teaching throughout the semester. Increasing our understanding of the impact of motivation on teacher candidates can lead to improved support of teacher candidates throughout the teacher preparation program.
teacher concerns about turning over their classrooms to novices for prolonged periods of time; and by increasing the amount of planning, teaching, and assessing required from teacher candidates. It helps increase clinical teachers’ willingness to host teacher candidates, as they no longer have to turn over their classrooms to the teacher candidates but instead engage in co-
teaching throughout the semester. Increasing our understanding of the impact of motivation on teacher candidates can lead to improved support of teacher candidates throughout the teacher preparation program.