Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads

Jurkowski, Susanne; Müller, Bodo

doi:10.1016/j.tate.2018.06.017

Cited by 56 publications

(47 citation statements)

References 19 publications

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“…The collaborative aspects of co-teaching render it a relational model (Murawski, 2009). In fact, co-teaching collaborations between certified teachers have failed when relationship-building was neglected (Carter et al, 2009;Friend et al, 2010), parity was not achieved (Pratt, 2014), or relationships were unsupportive and judgmental (Damore & Murray, 2009;Jurkowski & Muller, 2018;Murawski & Dieker, 2013;Murawski, 2009).…”

Section: The Relational Nature Of Co-teaching and Collaborationmentioning

confidence: 99%

Co-Teaching: Collaborative and Caring Teacher Preparation

Rabin

2019

Journal of Teacher Education

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This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.

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Section: The Relational Nature Of Co-teaching and Collaborationmentioning

confidence: 99%

Co-Teaching: Collaborative and Caring Teacher Preparation

Rabin

2019

Journal of Teacher Education

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“…If the main difference between the training programs that the novice teachers in our study participated in is the coteaching experience, the findings of the study reinforces the importance of co-teaching in the process of training new teachers. There are diverse teaching opportunities and personal access to students, facilitation of teaching loads, professional collaborations, and an additional pair of eyes that aware of the classroom functioning (Austin, 2001;Jurkowski & Muller, 2018;Pratt, 2014). When a veteran in-service teacher is standing next to a novice teacher, not only the novice teacher is enjoying the advantages by the expert, but the veteran teacher is also able to be exposed to innovative teaching methods and pedagogic initiatives (Rytivaara & Kershner, 2012).…”

Section: Discussionmentioning

confidence: 99%

The Role of Pedagogical Practices in Novice Teachers' Work

Sasson,

Kalir,

Malkinson

2020

EUROPEAN J ED RES

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Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' selfefficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.

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“…The issue of establishing and/or allocating instructional responsibilities is crucial to inclusive classrooms and much discussed in the literature (e.g., Gerber & Popp, 2000; Jurkowski & Müller, 2018; Mulholland & O’Connor, 2016; Weiss & Lloyd, 2002). This study shows that conflicts or differences relating to class-time and non-class-time responsibilities (Stefanidis & Strogilos, 2015) do not seem to be an issue.…”

Section: Discussionmentioning

confidence: 99%

“…Although there seems to be consensus regarding providing effective education to all pupils through collaborative forms of teaching (Robinson, 2017), the coordination of different forms of expertise and instructional responsibilities among two partners remains an unresolved issue (Jurkowski & Müller, 2018). Co-teaching practice is not restricted to one single pattern.…”

Section: Instructional Responsibilities In Co-teaching Practicementioning

confidence: 99%

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

Lindacher

2020

Improving Schools

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Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

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Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads

Cited by 56 publications

References 19 publications

Co-Teaching: Collaborative and Caring Teacher Preparation

Co-Teaching: Collaborative and Caring Teacher Preparation

The Role of Pedagogical Practices in Novice Teachers' Work

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

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