Abstract
The present study is part of an official research project funded by Universidad Pontificia Comillas (PP2021-11, Madrid, Spain) on co-teaching at the university level. It involves the analysis of personal diaries and interview transcripts produced by 27 lecturers from 2 universities located in Madrid, collected over five consecutive years (2019 to 2023). Evidence of self-efficacy, positive or negative, was categorized according to Bandura’s framework of four sources (1997) and then further analyzed. The results indicate that co-teaching may be a potential catalyst for the development of positive self-efficacy, primarily because it boosts self-reflection and metacognitive skills. Researchers found fewer instances of negative self-efficacy, which were often related to the use of ICT or connected to new experiences in co-teaching. The primary conclusion is that engagement in a co-teaching partnership prompts teachers to reflect on themselves and become aware of their beliefs and performance. For this reason, co-teaching may be a valuable practice in teacher professional development.
Presenters
Raquel Fernández FernándezLecturer in Modern Language/ Director of the Master's in Teaching English as a Foreign Languages, Modern Philology Department, UNIVERSIDAD DE ALCALÁ , Madrid, Spain Lyndsay R. Buckingham
Assistant Professor, Department of Education, Research Methods and Evaluation, Universidad Pontificia Comillas, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teacher Collaboration,Teacher Development,Self-Efficacy,Higher Education
