The Impact on Pre-Service Teachers' Perceptions toward Co-Teaching from Being a Learner in Co-Taught College Courses

Autor/inn/en	Kim, Eunjoo; Pratt, Sharon M.
Titel	The Impact on Pre-Service Teachers' Perceptions toward Co-Teaching from Being a Learner in Co-Taught College Courses
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.301-320 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1848663
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Graduate Students; Undergraduate Students; Student Attitudes; Prior Learning; Special Education; Elementary Education; Team Teaching; Instructional Effectiveness; Modeling (Psychology); Public Colleges + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Vorkenntnisse; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Teamteaching; Unterrichtserfolg; Modeling; Modelling; Modellierung
Abstract	This qualitative study investigated pre-service teachers' perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. We gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers' perceptions of six different types of co-teaching approaches and the impact of co-teaching on students' learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching's impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers' perceptions of the benefit and intended future use of that co-teaching instructional approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01