| Title: |
What Makes Co-Teaching Work in Higher Education? Perspectives from a Merged Teacher Preparation Program |
| Language: |
English |
| Authors: |
Steele, Jamie Simpson; Cook, Lysandra; Ok, Min Wook |
| Source: |
Issues in Teacher Education. Fall 2021 30(1-2):4-31. |
| Availability: |
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: |
Y |
| Page Count: |
28 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Team Teaching; Regular and Special Education Relationship; Special Education Teachers; Elementary School Teachers; Preservice Teachers; Teacher Education Programs; Teacher Collaboration; Time Management; Coordination; Teaching Methods; Cooperative Planning; Special Education; Inclusion; Educational Benefits |
| ISSN: |
1536-3031 |
| Abstract: |
This exploratory case study (N=18) took place within a merged special education and elementary education teacher preparation program in which all coursework was co-taught by university faculty. Through interviews and focus groups, participants described their perceptions of the benefits of co-teaching; candidates reported participating in models of co-teaching as they learned through multiple perspectives, and faculty felt they grew through collaboration. They also experienced challenges, which included increased time commitment, coordination, and consistent use of co-teaching strategies. Participants indicated that positive relationships, co-planning practices, balanced roles and responsibilities, and administrative support make co-teaching work. Implications suggest approaches to magnifying benefits while minimizing challenges, such as pairing co-teachers with intentionality, developing communities of practice, and providing compensation for increased workload. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1337912 |
| Database: |
ERIC |