Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes
As increasing numbers of students enter K-12 schools with varied learning needs, one viable option to address their needs is through co-teaching or pairing of general and special education teachers in the same classroom to help all students learn. This paper describes one general and one special edu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Athens Institute for Education and Research
2017-11-01
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| Series: | Athens Journal of Education |
| Subjects: | |
| Online Access: | http://www.athensjournals.gr/education/2017-4-4-4-Ricci.pdf |
| _version_ | 1818178339832070144 |
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| author | Leila Ansari Ricci Joan C. Fingon |
| author_facet | Leila Ansari Ricci Joan C. Fingon |
| author_sort | Leila Ansari Ricci |
| collection | DOAJ |
| description | As increasing numbers of students enter K-12 schools with varied learning needs, one viable option to address their needs is through co-teaching or pairing of general and special education teachers in the same classroom to help all students learn. This paper describes one general and one special education professor’s first time experience modeling collaboration and co-teaching practices in their respective graduate reading courses at a large, urban, public university in Southern California, USA. Graduate students from both classes observed co-teaching modeled by their professors and participated in workshop sessions including PowerPoint presentations, videos, and small group activities to promote students’ understanding of collaboration and co-teaching skills. Students also developed a co-teaching lesson plan in collaboration between general and special education partners. Data sources included faculty ratings of co-teaching lesson plans, students’ evaluations of workshops, and students’ written reflections of their overall experience. Findings suggest that open communication, willingness to participate, being flexible, and faculty modeling co-teaching approaches were among the key factors for effective co-teaching and collaboration. |
| first_indexed | 2024-12-11T20:46:25Z |
| format | Article |
| id | doaj.art-466e6a7973b544e1bbf091e1e439dfe1 |
| institution | Directory Open Access Journal |
| issn | 2241-7958 |
| language | English |
| last_indexed | 2024-12-11T20:46:25Z |
| publishDate | 2017-11-01 |
| publisher | Athens Institute for Education and Research |
| record_format | Article |
| series | Athens Journal of Education |
| spelling | doaj.art-466e6a7973b544e1bbf091e1e439dfe12022-12-22T00:51:20ZengAthens Institute for Education and ResearchAthens Journal of Education2241-79582017-11-0144351362https://doi.org/10.30958/aje.4-4-4Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation ProgrammesLeila Ansari Ricci0Joan C. Fingon1Associate Professor of Special Education, California State University, USAProfessor of Education and Reading, California State University, USAAs increasing numbers of students enter K-12 schools with varied learning needs, one viable option to address their needs is through co-teaching or pairing of general and special education teachers in the same classroom to help all students learn. This paper describes one general and one special education professor’s first time experience modeling collaboration and co-teaching practices in their respective graduate reading courses at a large, urban, public university in Southern California, USA. Graduate students from both classes observed co-teaching modeled by their professors and participated in workshop sessions including PowerPoint presentations, videos, and small group activities to promote students’ understanding of collaboration and co-teaching skills. Students also developed a co-teaching lesson plan in collaboration between general and special education partners. Data sources included faculty ratings of co-teaching lesson plans, students’ evaluations of workshops, and students’ written reflections of their overall experience. Findings suggest that open communication, willingness to participate, being flexible, and faculty modeling co-teaching approaches were among the key factors for effective co-teaching and collaboration.http://www.athensjournals.gr/education/2017-4-4-4-Ricci.pdfco-teachingcollaborationgeneral educationspecial educationteacher education preparation programmes |
| spellingShingle | Leila Ansari Ricci Joan C. Fingon Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes Athens Journal of Education co-teaching collaboration general education special education teacher education preparation programmes |
| title | Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes |
| title_full | Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes |
| title_fullStr | Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes |
| title_full_unstemmed | Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes |
| title_short | Faculty Modeling Co-Teaching and Collaboration Practices in General Education and Special Education Courses in Teacher Preparation Programmes |
| title_sort | faculty modeling co teaching and collaboration practices in general education and special education courses in teacher preparation programmes |
| topic | co-teaching collaboration general education special education teacher education preparation programmes |
| url | http://www.athensjournals.gr/education/2017-4-4-4-Ricci.pdf |
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