ABSTRACT
This chapter describes how co-teaching structures can be utilized to foster the development of teacher candidates in clinical experiences, especially during the clinical internship. It provides a brief description of Lynne Cook and Marilyn Friend's co-teaching arrangements then how they can be organized into a developmental sequence that enables teacher candidates to gradually increase their role in the classroom. The chapter presents a case study of a teacher candidate and her mentor as they move through a sequence of co-teaching arrangements that enable a gradual transition of the classroom leadership from the mentor teacher to the clinical intern. Co-teaching strategies could include one teach, one assist; one teach, one observe; and station teaching. At the Initial level, teacher candidates should engage in simple, low-risk activities limited to individuals or small groups of students. At this stage, the coaching strategies used by mentor teachers will be more directive, as teacher candidates need strong guidance.
