Search results for: Co-taught classes
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This study aimed to examine how coteaching provided professional development to the cooperating teachers. The findings illustrate multiple ways that cooperating teachers experienced meaningful, authentic professional development within a coteaching context. The authors found that day-to-day interactions between the coteachers fostered on-going discussion and reflection on practice, introduced new curricular resources, increased interactions across classrooms, and stimulated cooperating teachers to extend their roles as school leaders and teacher educators.
Updated: Dec. 13, 2018
Improving Pre-Service Middle School Teachers’ Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
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.
Updated: Jun. 13, 2018
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education
In this study, coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching. The authors also suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning.
Updated: Aug. 13, 2017
In this article, the authors describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education.
Updated: May. 11, 2017
This article describes the context and methods used to foster students’ understandings of divergent points of view during a winter intersession colloquium that was affiliated with a campus and community lecture series at a women's liberal arts college.
Updated: Aug. 31, 2016
In this article, the authors describe the essential characteristics of co-teaching and what is appropriately called apprentice teaching. They also outline the similarities and differences between these two collaborative practices, including overall program structure, the contributing characteristics of the participating individuals, and the nature of the professional relationships.
Updated: Sep. 24, 2015
This article describes a participatory action research study undertaken by teacher educators.They approached the lack of cross-disciplinary collaborations in two teacher preparation programs by developing and implementing a co-taught course on collaboration for general and special education teachers is presented.
Updated: Aug. 02, 2015
Researchers examined roles and actions of members of 'co-teaching' teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93[percent] of observed intervals; special educators presented material in less than 1[percent] of observed intervals.
Updated: Jul. 20, 2008