Co-Teaching Perspectives from Secondary Science Co-Teachers and Their Students with Disabilities

Autor/inn/en	King-Sears, Margaret E.; Brawand, Anne Eichorn; Jenkins, Melissa C.; Preston-Smith, Shantha
Titel	Co-Teaching Perspectives from Secondary Science Co-Teachers and Their Students with Disabilities
Quelle	In: Journal of Science Teacher Education, 25 (2014) 6, S.651-680 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-014-9391-2
Schlagwörter	Case Studies; Team Teaching; Teacher Collaboration; Science Instruction; High School Students; Disabilities; Regular and Special Education Relationship; Secondary School Science; Observation; Interaction; Science Teachers; Teacher Surveys; Student Attitudes; Teaching Methods; Teacher Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teamteaching; Lehrerkooperation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Beobachtung; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten
Abstract	An in-depth case study of one team of co-teachers' practice from multiple perspectives is described. A high school science co-teaching team and their students with disabilities completed surveys about their perceptions of co-teaching. Additionally, observations of the two co-teachers occurred to determine roles and types of interactions for each co-teacher during science instruction. Observational data revealed effective teaching behaviors demonstrated by each co-teacher. Detailed descriptions of the co-teachers' instruction are provided. The science educator was observed interacting with the large group twice as often as the special educator. The science educator also presented new content nearly three times as often as the special educator. The co-teacher surveys were consistent with the observational data. Both educators disagreed that the special educator was primarily the lead for instruction. Both educators strongly agreed they had an effective co-teaching relationship, although the science educator indicated stronger agreement for parity in roles and responsibilities than the special educator noted. Forty-three percent of the students identified the science educator as in charge of lessons, while 43% identified both educators. Most students thought teaching was divided in half, and all students enjoyed having two teachers in science. Eighty-six percent of the students indicated team teaching was the most frequently used co-teaching model, and 14% indicated one teach, one drift. Implications for co-teachers' reflections on their collaboration, including the relevance of student perceptions (i.e., Who is the "real" teacher?), and the extent to which educators are prepared at preservice and inservice levels for co-teaching are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10