Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators

Autor/inn/en	Cannaday, Jessica; Hennigan Bautista, Kathleen; Gomez Najarro, Joyce; Kula, Stacy; Guta, Angela
Titel	Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators
Quelle	In: Teacher Education Quarterly, 48 (2021) 4, S.7-27 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Teacher Educators; Teacher Attitudes; Team Teaching; Teaching Methods; Barriers; Special Education Teachers; Adjunct Faculty; College Faculty; Trust (Psychology); Faculty Development; California + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Fakultät; Kalifornien
Abstract	This qualitative study is a follow-up to an initial large-scale case study on the implementation of a co-taught curriculum in one California teacher preparation program. In a continuation of the initial case study, this follow-up study examined faculty perceptions of the necessary course attributes, resources, and attitudes for a successful university-level co-teaching experience in a preservice teacher education program. Nineteen faculty interviews were analyzed and included in this study utilizing cultural-historical activity theory (CHAT) to understand individual faculty perceptions in the context of the larger activity system of co-teaching. Results indicate that faculty perceived necessary course attributes in a co-taught course to include equal representation of special education and general education faculty; increased use of constructivist pedagogical methods; use of team teaching, parallel teaching, and station-based co-teaching models; and partnerships based on openness, flexibility, trust, and willingness to compromise. Faculty perceived barriers to co-teaching success to be lack of both time and funding. Differing perceptions of co-teaching implementation existed between adjunct faculty and full faculty and between special education and general education faculty. (As Provided).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01