There were issues around placements for teachers undertaking training this was in part due to changes with high stakes in student assessments in schools and a new evaluation system. So the presenter thought about having co-teaching on the course as an experience. This provided additional support in class and better support and mentoring of the student teachers. The plan was that there should be a shift over time from the student teacher helping to leading the class.

The question for this study was How does co-teaching impact teacher candidate development? In particular there was an interest in identity development and pedagogic skill development. This was a pilot study using a case study approach with mid-term interview and final interview, classroom observations and programme exit interviews.

In 2012-2013 there were 4 postgraduate students and 5 mentors in all from 3 public high schools and 1 public middle school.

The findings were that identity development was positively impacted with confidence and image developing but the development of a teaching philosophy was much more difficult. In terms of skill development there was content and improved planning, teaching and assessment developed and professional communication and trust.

Observations of additional findings however were that personalities matter those who volunteered to mentor were natural mentors and understood their role. The mentor teachers were aware they were accountable for the student teacher.

For the future the presenter wants to develop the scheme with better mentor selection.