Location
Preston 2
Session Format
Presentation
Abstract
This presentation highlights the collaborative teaching partnership between two teacher education faculty members, one teaching a mathematics education course and the other teaching a science education course, in an undergraduate elementary program. Situated within a teacher preparation program at a regional university, this interdisciplinary model seeks to bridge the often-siloed approaches to math and science instruction by modeling inquiry, problem solving, and cross-disciplinary connections. Through a co-teaching framework, the faculty members intentionally designed learning experiences that emphasized real-world applications, learner-centered pedagogy, and the integration of literacy and technology to support diverse learners.
Drawing from teacher candidates' reflections and surveys, focus groups, course artifacts, and faculty observations, the presentation will highlight how co-teaching fosters deeper candidate engagement, enhances modeling of instructional practices, and encourages future teachers to view math and science as complementary disciplines rather than isolated content areas. Initial findings suggest that the co-teaching model provides a platform for teacher candidates to develop greater confidence in lesson design, classroom discourse, and the use of hands-on, inquiry-based strategies. Implications for teacher preparation programs include the value of faculty collaboration in blending disciplinary practices in preparing teacher candidates for integrated STEM instruction and creating a more cohesive vision of elementary teaching practice.
Keywords
co-teaching, interdisciplinary instruction, mathematics education, science education, teacher preparation.
Professional Bio
Dr. Luminita Hartle is an Assistant Professor of Special Education in the Department of Teacher Education and Social Work at Middle Georgia State University. Her scholarly interests include early childhood special education, educator professional development, and family engagement in educational contexts. She earned her Doctor of Education (Ed.D.) in Special Education from Illinois State University in 2017. Dr. Sumitra Himangshu-Pennybacker is a faculty member and Graduate Program Coordinator in the Department of Teacher Education & Social Work at Middle Georgia State University. With a background in zoology, molecular biology, and developmental genetics, her research focuses on learner empowerment in science, pedagogical conceptual knowledge, and metacognitive tools for measuring conceptual change. She has led domestic and international projects enhancing K-12 and teacher candidate learning, including partnerships with museums, schools, community gardens, and global science initiatives. Her work advances authentic science education through collaboration, policy research, and innovative teaching practices.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hartle, Luminita C. and Himangshu-Pennybacker, Sumitra, "Modeling What We Expect: Co-Teaching as Practice-Based Preparation for STEM Education" (2026). Georgia Educational Research Association Conference. 33.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/33
Modeling What We Expect: Co-Teaching as Practice-Based Preparation for STEM Education
Preston 2
This presentation highlights the collaborative teaching partnership between two teacher education faculty members, one teaching a mathematics education course and the other teaching a science education course, in an undergraduate elementary program. Situated within a teacher preparation program at a regional university, this interdisciplinary model seeks to bridge the often-siloed approaches to math and science instruction by modeling inquiry, problem solving, and cross-disciplinary connections. Through a co-teaching framework, the faculty members intentionally designed learning experiences that emphasized real-world applications, learner-centered pedagogy, and the integration of literacy and technology to support diverse learners.
Drawing from teacher candidates' reflections and surveys, focus groups, course artifacts, and faculty observations, the presentation will highlight how co-teaching fosters deeper candidate engagement, enhances modeling of instructional practices, and encourages future teachers to view math and science as complementary disciplines rather than isolated content areas. Initial findings suggest that the co-teaching model provides a platform for teacher candidates to develop greater confidence in lesson design, classroom discourse, and the use of hands-on, inquiry-based strategies. Implications for teacher preparation programs include the value of faculty collaboration in blending disciplinary practices in preparing teacher candidates for integrated STEM instruction and creating a more cohesive vision of elementary teaching practice.
