Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching

Rytivaara, Anna; Pulkkinen, Jonna; Bruin, Kate de

doi:10.1016/j.tate.2019.04.013

Cited by 49 publications

(56 citation statements)

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“…However, learning does not occur automatically but requires that teachers pay attention to students, observe them consciously and reflect on what they see. Thus, while previous findings on co-teaching have emphasised the role of reflection on teachers' practical knowledge of classroom management and instructional styles (Baeten and Simons 2014;Shin, Lee, and McKenna 2016;Rytivaara, Pulkkinen, and de Bruin 2019), our findings suggest further that teachers would benefit from sharing and reflecting on their practical knowledge about students, too. This yields a positive circle of learning where the individual and collaborative levels of teacher learning (e.g.…”

Section: Discussionmentioning

confidence: 45%

“…Opfer and Pedder 2011;Van Veen, Zwart, and Meirink 2012) by focusing on teachers' learning about students. Moreover, by focusing on the stories of five teacher teams comprising a special education teacher and a general education teacher during the initial phase of their coteaching partnership, our study will contribute to the fields of co-teaching and inclusive education by increasing our understanding about teachers sharing their practical knowledge particularly about students (Pratt 2014;Rytivaara, Pulkkinen, and de Bruin 2019). Thus, to contribute to these gaps in the literature, the purpose of this study was to analyse co-teachers' stories about sharing and co-constructing practical knowledge of their students.…”

Section: Introductionmentioning

confidence: 99%

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Learning about students in co-teaching teams

Rytivaara

Pulkkinen

Palmu³

2021

International Journal of Inclusive Education

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Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers' learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers' workload in inclusive settings and benefit both teachers and students.

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Section: Discussionmentioning

confidence: 45%

Section: Introductionmentioning

confidence: 99%

Learning about students in co-teaching teams

Rytivaara

Pulkkinen

Palmu³

2021

International Journal of Inclusive Education

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“…Komitmen individu yang yang dimiliki berkenaan dengan keinginan individu untuk melaksanakan tugas dan tanggungjawab organisasi secara maksimal yang dimaksud dengan komitmen tugas (Shah & Abualrob, 2012). Seperti komitmen afektif yang lebih banyak terkait dengan pengalaman dalam pekerjaan yang dapat memuaskan kebutuhan individu secara psikologis, sehingga mereka merasa nyaman dan kompeten dalam menjalankan tugas pekerjaannya (Rytivaara, Pulkkinen, & de Bruin, 2019).…”

Section: Hasil Dan Pembahasanunclassified

Peningkatan Kinerja Guru melalui Lingkungan Kerja dengan Mengoptomalkan Efektivitas Kepemimpinan dan Komitmen Tugas

Prasetyono

Ramdayana

Estiningsih

2020

JMSP

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The purpose of this study was to determine the effect of leadership effectiveness, task commitment and work environment together on teacher performance, effect of leadership effectiveness on teacher performance, task commitment to teacher performance, work environment on teacher performance. The research method used is a survey. The sample size is 91 teachers, the sampling technique used is random cluster sampling. Data collection using a questionnaire. Data analysis consists of testing the validity and reliability of the institution, the prerequisite test for data analysis and description. Testing the hypothesis with linear regression techniques. The results of the study addressed (1) There was a significant effect of Leadership Effectiveness and Task Commitment together on Teacher Performance. (2) There is a significant effect of Leadership Effectiveness on Vocational High School Teacher Performance. (3) There is a significant effect of Task Commitment on Teacher Performance. (4) There is a significant effect of the Work Environment on Teacher Performance.

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“…Successful co-teaching is based on teachers' mutual and collegial relationship (Pratt 2014;Rytivaara, 2012). A co-teaching relationship comprises characteristics such as mutual respect for a colleague's professional knowledge, skills and experience (Rytivaara, Pulkkinen, & de Bruin, 2019). Some scholars have compared this relationship to marriage due to its nature of learning to work together and accept the characteristics of their colleague (see Howard & Potts, 2009;Murawski, 2008).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Stories on Sense of Belonging in Co-Teaching Relationship

Pesonen

Rytivaara

Palmu³

et al. 2020

Scandinavian Journal of Educational Research

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The aim of this article was to examine primary school teachers' perceptions about their sense of belonging in co-teaching. We were particularly interested in investigating the factors which enhance or hinder teachers' sense of belonging in their co-teaching relationships. The data were collected using the method of empathy-based stories (MEBS) consisting of frame stories with a variation in whether a co-teaching situation was experienced as positive or negative.Qualitative analysis of the stories revealed that teachers' sense of belonging was constructed through three dimensions: 1) teachers' work practices, 2) mutual relationship, and 3) individual characteristics. The findings contribute to the literature by demonstrating that a sense of belonging in co-teaching is a multidimensional phenomenon that is built in a close collegial relationship between teachers. The study adds a new micro-level perspective on how teachers' sense of belonging is constructed between two co-teachers.

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Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching

Cited by 49 publications

References 56 publications

Learning about students in co-teaching teams

Learning about students in co-teaching teams

Peningkatan Kinerja Guru melalui Lingkungan Kerja dengan Mengoptomalkan Efektivitas Kepemimpinan dan Komitmen Tugas

Teachers’ Stories on Sense of Belonging in Co-Teaching Relationship

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