摘要：Universities are challenged continuously in reviews to improve teacher education,which includes providing substantial theory-practice connections for undergraduates. This study investigated secondyear preservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice,data indicated learning around the following themes: lesson implementation,content knowledge,teaching strategies,confidence to teach,questioning skills,grade appropriateness of content,time management,and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients..
关键词：Praxis;preservice teachers;theory and practice;co-teaching
