What Makes Co-Teaching Work in Higher Education? Perspectives from a Merged Teacher Preparation Program
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| 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 |
| 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. |
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| ISSN: | 1536-3031 |
