Teachers' experiences with co-teaching as a model for inclusive education. Issue 10 (2nd October 2016)

• Record Type: Journal Article
• Authors: Pancsofar, Nadya; Petroff, Jerry G.
• Is Part Of: International journal of inclusive education. Volume 20:Issue 10(2016)
• Page Start: 1043
• Page End: 1053
• Publication Date: 2016-10-02
• Subjects: co-teaching -- professional development -- collaboration -- inclusive classrooms; Inclusive education -- Periodicals; Mainstreaming in education -- Periodicals; 371.9
• DOI: 10.1080/13603116.2016.1145264
• Languages: English
• ISSNs: 1360-3116

Abstract

ABSTRACT: Co-teaching is an instructional strategy that can be implemented by educators in several different ways. This paper considers how frequently co-teachers implement different approaches to co-teaching and what factors are associated with the implementation of these approaches. This study found that teachers most frequently reported implementing an approach to co-teaching in which one teacher designs and delivers a lesson and the other teacher provides individualised support to specific students with disabilities. The approach to co-teaching in which educators co-plan and co-instruct different components of the curricular content occurred the least frequently. The results of logistic regression analyses indicated that structural aspects of co-teaching (multiple years with co-teacher, time spent daily with co-teacher, number of current co-teachers), teacher attitudes, and professional development opportunities (pre-service and in-service) were associated with the use of different approaches to co-teaching.