Co-teaching to Improve Science Teacher Information and Technology Literacy

We examined co-teacher effectiveness through the theoretical lens of intensity of effort by two co-teaching university professors and their students' academic achievement. Data sources included student records, student and professor course artifacts, and student surveys. Participants (50) were enrolled college students in the Science, Technology, Engineering, and Mathematics: Information, Technology, and Scientific Literacy for ALL Learners (STEM-ALL) project. Cross-disciplinary curriculum designed for undergraduate and graduate students included 22 learning outcomes, with the outcomes assessed 187 times in 58 assignments in four 3-credit hour university courses. Participants experienced co-teaching from observing their co-teaching professors and by completing assignments in co-teaching teams. Co-teaching by two professors resulted in high student achievement. Participants reported greatest impact of co-teaching on: learning to teach integrated and connected STEM content; planning for guided inquiry and STEM integrated content; learning to exercise professional judgement; determining uses of databases and other electronic sources; and delivering STEM curricular activities during their local school schedules