PhysicsEducation Research (PER) has made significant progress in developing effectiveinstructional strategies, but disseminating the background knowledge and strategies toother faculty has proven difficult. Co-teaching is a promising andcost-effective alternative to traditional professional development which may be applicablein particular situations. We discuss the theoretical background of co-teachingand describe our initial experience with it. A new instructor(Famiano) co-taught an introductory calculus-based physics course with an instructorexperienced in PER-based reforms (Henderson). The pair taught within thecourse structure typically used by Henderson and met regularly todiscuss instructional decisions. An outsider (Beach) conducted separate interviews witheach instructor and observed several class sessions. Classroom observations showan immediate use of PER-based instructional practices by the newinstructor. Interviews show a significant shift in the new instructor'sbeliefs about teaching and intentions of future use of PER-basedinstructional approaches.
An earlier version of the article was posted on arxiv.org