Physics Education Research (PER) is currently facing significant difficulties in disseminating research-based knowledge and instructional strategies to other faculty. Co-teaching is a promising and cost-effective alternative to traditional professional development that may be applicable in many situations. This paper discusses the rationale for co-teaching and our initial experience with co-teaching. A new instructor (MF) co-taught with an instructor experienced in PER-based reforms (CH). The pair worked within the course structure typically used by the experienced instructor and met regularly to discuss instructional decisions. An outsider (AB) conducted interviews and class observations with each instructor. Classroom observations show an immediate use of PER-based instructional practices by the new instructor. Interviews show a significant shift in the new instructor's beliefs about teaching and intentions towards future use of the PER-based instructional approaches.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Vocational/Professional Development Education,Education,NSDL,teaching strategies,Physics,Undergraduate (Lower Division),PERC 2006,Graduate/Professional,oai:nsdl.org:2200/20071203141807910T,Higher Education,NSDL_SetSpec_439869,educational training,Teacher Preparation,Physics Education Research,Education Practices,General Physics,Professional Development,teaching methods



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