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Scaffolding New Teacher-Trainers Through a Hybrid Co-Training Model From a Transnational Higher Education Perspective
Abstract
Despite the potentials of collaborative work for enhancing the knowledge, skills, and attitudes (KSA) of professionals, the educational field lacks a clear model for co-training. This article aims to develop a conceptual framework for this collaborative professional development (PD) strategy to help novice teacher trainers (TTs) grow professionally. Although a lot has been written in the educational literature about co-teaching, there are merely few self-reported reflections about the use of co-training, and it is not clear how to adopt it as a tool for TTs' PD. In an attempt to fill in this gap, a proposed co-training model is constructed based on the philosophy of co-teaching, novice TTs' needs in terms of KSA, and their role-competency in the training room. These concepts are integrated to design a co-training model that is expected to help in scaffolding novice TTs. The author argues that this model, if properly implemented, can support novice TTs.
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