PT Journal
AU Dofkova, R
TI Paired teaching in mathematics as an instrument of reflective model of education
SO e-Pedagogium
PY 2019
BP 7
EP 13
VL 19
IS 1
DI 10.5507/epd.2019.001
DE paired teaching; reflective model of education; teacher; mathematics; M-paired teaching; reflective practitioner.
AB This paper reflects one of the less common organizational forms of teaching through the lens of the teacher's practical experience. Paired teaching should lead to more effective lessons, as it is done in the presence of two or more teachers. They work together to plan, teach and evaluate the lessons. Especially because of the opportunity for joint reflection we can see the added value of paired teaching as it leads the participating teachers to formulate their own conclusions and feelings. The process of reflective planning, teaching and evaluation then assists the transfer of understanding into a new context, making the experience further applicable in future educational contexts. The aim of this paper is to summarize the theoretical definitions of the issue, to illustrate its principles based on a specific lesson and to evaluate it qualitatively.
ER