Search results for: Gillis Bryan

This study aimed to determine the attitudes of pre-service teachers toward co-teaching and inclusion. It also explored the impact of the systematic approach on participating teacher candidates’ knowledge, skills, and attitudes toward co-teaching. The authors argue that their approach combines faculty co-teaching of pre-service classes with seminar and field experiences to develop a specific knowledge base and skill set around collaboration and co-teaching. These results indicate that curriculum development must consider and respect the developmental trajectory of pre-service teachers such that their learning is meaningful and deep.