Literaturnachweis - Detailanzeige
| Autor/in | Tress, Carissa Joel |
|---|---|
| Titel | Special Educators' Perceptions of Autonomy and Support in Secondary Co-Teaching Practices: A Generic Qualitative Study |
| Quelle | (2023), (136 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3455-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Special Education Teachers; Professional Autonomy; Team Teaching; Teacher Attitudes; Secondary School Teachers; Faculty Development; Educational Needs; Teacher Competencies; Teacher Collaboration; Regular and Special Education Relationship |
| Abstract | The problem addressed in this generic qualitative study is that special educators in a school district in the northeastern United States lack individual autonomy and support from their teaching partner and administration within the co-teaching environment, resulting in an inconsistent implementation of the co-teaching model (Chitiyo, 2017; Faraclas, 2018). The purpose of this generic qualitative study was to explore the perceptions of secondary special education teachers about their feelings of individual autonomy and support from their teaching partner and administration within the co-teaching environment in a school district in the northeastern United States. This study was guided by the theoretical framework of self-determination theory as well as the six different co-teaching models. Existing literature providing evidence about co-teaching benefits, challenges, and best practices also supported this study. The generic qualitative design was utilized as it enabled the researcher to obtain in-depth descriptions from participants regarding their experiences in the co-teaching practice. This study was guided by two research questions and one sub-question that focus on the variables of teacher autonomy and support in relation to co-teaching. The sample size consisted of 8 participants that took part in one-to-one semi-structured interviews. The findings of this study resulted in implications that the special educators involved in this practice are in need of more supportive professional development and training to better equip them in co-teaching. They also need more opportunities to collaborate with other co-teachers in order to enhance lesson planning and instructional approaches. The study also exhibited a need for special educators to participate in more direct teaching roles in the cotaught environment. Finally, future research should take into account the perspectives of both special educators and general educators from more school districts in order to further understand the experiences of those involved in co-teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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