Literaturnachweis - Detailanzeige
| Autor/inn/en | Meadows, Michelle L.; Caniglia, Joanne |
|---|---|
| Titel | Co-Teacher Noticing: Implications for Professional Development |
| Quelle | In: International Journal of Inclusive Education, 22 (2018) 12, S.1345-1362 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Caniglia, Joanne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2017.1420827 |
| Schlagwörter | Team Teaching; Faculty Development; Teacher Competencies; Teacher Attitudes; Cooperation; Middle School Teachers; Inclusion; Regular and Special Education Relationship; Attention; Teaching Methods |
| Abstract | Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers' beliefs on teaching became more aligned; teachers' beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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