Abstract:
This multiphase sequential exploratory mixed methods study sought to define and understand the
role and contribution of cofaqs in the teacher education classroom to address challenges faced by
preservice teachers. This study included 59 participants from two groups—23 former cofaqs and
33 former students who took a cofaq co-led course—to explore the Cofaq Model, a program
model in which students who successfully completed Concepts of Secondary Education returned
as cofaqs during a subsequent semester to assist with curriculum development and instruction.
Utilizing an original theoretical framework of hermeneutic connoisseurship-bricolage derived
from philosophical hermeneutics, educational connoisseurship, and bricolage, this study
consisted of four distinct phases: currere, focus group interviews analyzed using grounded
theory analysis, repertory grid interviews analyzed through Generalized Procrustes Analysis and
Principal Components Analysis, and semi-structured interviews analyzed thematically. Findings
indicate the importance of relationship in developing teacher identity, the unique role of cofaq in
teacher preparation and higher education, and potential applications of the Cofaq Model to other
areas of higher education. Methodological contributions include the development and application
of hermeneutic connoisseurship-bricolage within a mixed methods research study, use of
repertory grid interviews and Generalized Procrustes Analysis in teacher education research, and
demonstration of the potential for qualitative inquiry to serve as an integral, rather than
supplementary role in mixed methods research. Results from employment of hermeneutic-ontologic curriculum inquiry with a hermeneutic humility indicate both the value and necessity
of curriculum theory in educational research and program design.
