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1.
In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams. 相似文献
2.
Co-teaching is considered a means for improving the inclusion of students with disabilities in mainstream classrooms. This research employs a mixed methods research approach to investigate teachers’ attitudes towards co-teaching practices for students with disabilities in Greek schools. In total, 400 co-teachers completed a survey questionnaire and 10 of them participated in semi-structured interviews, in which they reported co-teaching practices with regard to planning and evaluation activities, co-teaching models, content of teaching and instructional grouping arrangements. The participants stated that the time they spend to plan and evaluate together is insufficient and that they need more time to perform these activities. In addition, co-teachers were found to use their limited time to separate rather than to co-plan or evaluate co-teaching activities. They reported inconsistencies in the rating of co-teaching activities during planning and evaluation. Even though co-teachers approved a specific stance towards all models of co-teaching, they mainly noted that they implemented supportive co-teaching. Also, they stated that they modify the content of teaching for their students with disabilities, but they limit this practice to individual teaching in order to assist these students to overcome specific difficulties. Finally, co-teachers indicated that they prefer to teach the students with disabilities in mixed ability groups rather than to teach them individually out of the class. The results of this research support those of previous studies with regard to the planning needs of co-teachers and the prevalence of the supportive co-teaching model. In addition, our results inform the field about diverse approaches and inconsistencies in delivering the curriculum and the grouping arrangements for students with disabilities. We argue that professional development on the practical implementation of co-teaching and administrative support are necessary to enhance co-teachers’ activities towards the development of an inclusive culture. 相似文献
3.
Abraham Stefanidis 《Educational studies》2015,41(4):393-413
Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers’ attitudes towards co-teaching responsibilities in Greek mainstream classrooms. In particular, it examines co-teachers’ attitudes with regard to their non-class-time (planning and evaluation) and class-time (instruction and behaviour management) responsibilities for students with and without disabilities. Four hundred co-teachers participated in this survey study. Overall, our findings demonstrate that mainstream education teachers and special education teachers disagree about their respective class-time and non-class-time responsibilities, and that their role influences their attitudes towards these responsibilities. The study concludes that the different attitudes of co-teachers towards their responsibilities could hinder the development of a shared approach in teaching students with and without disabilities in inclusive classrooms.
Union gives strength
Aesop
(ca. 620-564 BC) 相似文献
4.
As a step towards inclusion, co-teaching has received attention in the last two decades. This paper discusses the roles and responsibilities of co-teachers in Greek mainstream classrooms and the input of parents. Using a multiple case study research design, we sought to explore and evaluate co-teaching practices with regard to role understanding, responsibilities in classroom management and the relationship of co-teachers and parents. Our findings provide evidence for separate rather than complementary roles with little actual co-teaching practice. We argue for both political and practical changes regarding co-teachers' and parents' roles, as necessary for the enhancement of co-teaching. 相似文献
5.
John R. Morelock Marlena McGlothlin Lester Michelle D. Klopfer Alex M. Jardon Ricky D. Mullins Erika L. Nicholas 《College Teaching》2017,65(4):182-191
Co-teaching has historically been used in K–12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K–12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting important factors that affect relationships between partners. This qualitative study involved seven interviews of co-teachers of graduate and undergraduate classes in order to better understand interactions between college-level co-teaching dyads. Data analysis revealed themes of power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions related to advantages of co-teaching, disadvantages of co-teaching, and student experiences. The researchers developed the Circular Model of Collegiate Co-Teaching, an original model to explain how these themes and subthemes are interrelated and affect each other. Specific best practices and new insights for collegiate co-teaching practice are discussed. 相似文献
6.
Nadya Pancsofar Jerry G. Petroff 《International Journal of Inclusive Education》2016,20(10):1043-1053
Co-teaching is an instructional strategy that can be implemented by educators in several different ways. This paper considers how frequently co-teachers implement different approaches to co-teaching and what factors are associated with the implementation of these approaches. This study found that teachers most frequently reported implementing an approach to co-teaching in which one teacher designs and delivers a lesson and the other teacher provides individualised support to specific students with disabilities. The approach to co-teaching in which educators co-plan and co-instruct different components of the curricular content occurred the least frequently. The results of logistic regression analyses indicated that structural aspects of co-teaching (multiple years with co-teacher, time spent daily with co-teacher, number of current co-teachers), teacher attitudes, and professional development opportunities (pre-service and in-service) were associated with the use of different approaches to co-teaching. 相似文献
7.
8.
Michelle L. Meadows Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362
ABSTRACTFederal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers. 相似文献
9.
ABSTRACTThis exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered. 相似文献
10.
AbstractSpecial education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills. 相似文献
11.
The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with serendipitous origins. Shared knowledge construction was crucial in the learning process, as was implementing the resulting new ideas in practice. It is concluded that experiences of co-teaching may support teachers in meeting their professional responsibilities effectively. Professional development programmes need to be sensitive to teachers' individual and collaborative learning experiences to be able better to support them in the natural context of those experiences in particular local and national contexts. 相似文献
12.
The purpose of this analysis was to determine if the implementation of co-teaching was an effective instructional practice for graduate-level teacher candidates (hence forth referred to as candidates) in a Middle Childhood Education cohort. The goals were to determine (1) if co-teaching promoted candidate learning and (2) if co-teaching provided effective modeling for the candidates so they would be able to utilize it in their own future classrooms. Both quantitative and qualitative data were analyzed from course evaluations and pre- and post-surveys. Results indicated that candidates' educational experiences were enhanced as a result of the co-teaching experience, particularly with the use of team teaching, parallel teaching, and station teaching strategies. Additionally, evidence suggests that the use of co-teaching provided effective modeling for the candidates. 相似文献
13.
Weiss MP 《Journal of learning disabilities》2004,37(3):218-223
The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about co-teaching for which there are few answers. 相似文献
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15.
This paper describes the findings of a study of general and special educators’ perceptions of co-teaching in elementary and middle school classrooms. A total of 85 students, 20 general education, and 11 special education teachers participated in this investigation in which student drawings were used as both data and as tools to spark teacher reflection. Students’ pictorial depictions of co-teaching were analyzed for apparent features and traits. Co-teachers’ reactions to the drawings were springboards for reflective conversations around modifications they felt needed to take place to improve co-teaching. Findings suggest that proactive role distribution, support structures, and trust building are critical factors in strengthening co-teaching. Implications for practice are discussed. 相似文献
16.
Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs. 相似文献
17.
Co-teaching is one approach for providing instruction in the general education classroom for students with and without disabilities. In this approach, two licensed teachers (usually one general educator and one special educator) teach a diverse group of students. Researchers have confirmed that often co-teachers do not experience parity; that is, they do not share, distribute, and implement tasks equally. Often, the special educator assumes the role of a paraprofessional rather than an equal. This article presents reasons for this lack of parity and provides specific ideas for honoring the expertise of both co-teachers. 相似文献
18.
Abstract Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy. 相似文献
19.
This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors. 相似文献
20.
This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning
to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course
was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor,
Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student,
in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first
hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors
of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers
and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching
as an essential component of teacher education programs. 相似文献