| Title: |
Pedagogical Strategies in the Cotaught K-12 Inclusive Setting: Role Responsibility for Teacher Partners and Leaders |
| Language: |
English |
| Authors: |
Carol A. Mullen (ORCID 0000-0002-4732-338X); Jennifer L. Fleming (ORCID 0000-0002-1786-9226) |
| Source: |
Teacher Development. 2025 29(1):1-24. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Elementary Secondary Education; Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools |
| Descriptors: |
Educational Strategies; Team Teaching; Elementary Secondary Education; Inclusion; COVID-19; Pandemics; Regular and Special Education Relationship; Special Education Teachers; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Collaboration; Evidence Based Practice; Barriers; Leadership Role |
| Geographic Terms: |
Virginia |
| DOI: |
10.1080/13664530.2024.2357769 |
| ISSN: |
1366-4530; 1747-5120 |
| Abstract: |
Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and administrative support for these partnerships. Interviewing during the coronavirus pandemic involved nine experienced general and special educators (coteachers) from elementary, middle, and secondary schools in Virginia, USA. Practices of inclusive education and leaders' involvement in coteaching were revealed. Coteaching strategies, administrative needs, and tips for future partners were probed in the interviews. Individual partners' communication, responsibilities, tasks, and expectations were other areas of interest. Investigating how coteaching teams instruct and perceive administrative support contributes to the research. Importantly, the relationship of coteaching to leadership is crucial to the viability and effectiveness of instructional collaboration. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1454835 |
| Database: |
ERIC |