Supporting Student and Preservice Teacher Successes Through Co-teaching

Abstract

<jats:p>As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.</jats:p>

Impact of Co-Teaching Approach in Inclusive Education Settings on the Development of Reading Skills

“…In this study, it is revealed that in classes given with the co-teaching method, not only students with special needs, but also their peers (and even at higher ratios, see Table 1) have positive opinions about willingness, expectations and self-evaluation as well as academic success. In fact, with emphasis on literature Lersch (2012) and Barron et al (2019) stated that co-teaching may not be sufficiently effective to produce high-level academic results for students, but that it can make various positive contributions (interaction between students with special needs and normally developing students, enjoying the lessons , effective implementation of the curriculum, social, emotional and behavioural growth etc.) which should not go unnoticed.…”

The Effects of Co-Teaching Zones of Regulation on Elementary Students’ Social, Emotional, and Academic Risk Behaviors

“…Teachers often feel undertrained to work with students who misbehave regularly (Cochran et al, 2014). One way to address this concern is by having a highly qualified special education teacher co-teach with the general education teacher to address misbehavior in the classroom (Barron et al, 2019;Strogilos & Avramidis, 2016). Co-teaching is when two or more professionals provide instruction to a group of students (Hang & Rabren, 2009;Murawski & Hughes, 2009).…”

La docencia compartida como estrategia inclusiva real: un análisis para su puesta en práctica

“…Una definición más reciente indica que la DC es la prestación de servicios que proporciona ayuda específica a estudiantes con diversidad funcional u otras necesidades especiales mientras permanecen en sus clases de aula ordinaria (Aldabas, 2020). Por lo tanto, la DC ocurre cuando dos o más profesionales llevan a cabo conjuntamente la enseñanza en una misma aula y a un mismo grupo de estudiantes, sirviendo como una estrategia de enseñanza en el aula y como una estrategia para el desarrollo del profesorado (Barron, Pinter & Winter, 2019;Lindacher, 2020). La DC se relaciona estrechamente con la gestión del aula y del currículum.…”

“…Existen numerosas experiencias que muestran la eficacia de la DC en el desarrollo integral del alumnado, principalmente cuando los docentes la realizan con una cierta continuidad en el tiempo, resaltando y expresando la satisfacción que sienten tras la puesta en práctica de la misma (Friend & Cook, 2013). En este sentido, multitud de investigaciones (Porras-Vallejo, 1998;Aretxaga, Palacios & del Berritzegune, 2014;Hurd & Weilbacher, 2017;Boland, Alkhalifa & Al-Mutairi, 2019;Barron, Pinter & Winter, 2019) resaltan los beneficios que como docentes no debemos obviar de la DC:…”

“…De acuerdo a este aspecto, la planificación conjunta en la DC es una parte trascendental para que resulte exitosa. Por lo que, Barron, Pinter & Winter (2019) añaden unas sugerencias para la planificación conjunta atendiendo a tres tiempos: antes, durante y después de las sesiones, destinadas a los docentes para el reparto de roles y responsabilidades (véase Tabla 7).…”