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Co-teaching during the student teaching experience has been given increased attention among researchers and teacher educators. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and provides a chance to implement directly what is being learned. This qualitative study explored teacher candidates’ learning gains using the co-teaching model for student teaching. Teacher candidates were able to see more clearly the dynamics of how a classroom works and the process by which teachers plan lessons, implement curriculum, and manage the many duties of a classroom teacher.
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How to Cite: Merk, H. , Betz, M. & O' Mara, C. (2015) “Teacher Candidates’ Learning Gains: The Tale of Two Co-Teachers”, Networks: An Online Journal for Teacher Research. 17(2). doi: https://doi.org/10.4148/2470-6353.1028