Preservice Teachers' Perceptions of Coteaching: A Qualitative Study

Autor/inn/en	Arndt, Katrina; Liles, Jeffrey
Titel	Preservice Teachers' Perceptions of Coteaching: A Qualitative Study
Quelle	In: Action in Teacher Education, 32 (2010) 1, S.15-25 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Team Teaching; Attitudes; Special Education; Social Studies; Lesson Plans; Disabilities; Qualitative Research; Secondary Education; Socialization; Hidden Curriculum; Teacher Competencies + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teamteaching; Attitude; Einstellung; Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Gemeinschaftskunde; Lesson planning; Unterrichtsplanung; Handicap; Behinderung; Qualitative Forschung; Sekundarbereich; Socialisation; Sozialisation; Heimlicher Lehrplan; Lehrkunst
Abstract	This study explored preservice teachers' perceptions about coteaching. Two classes of preservice teachers in special education and social studies were paired and asked to modify a lesson plan for students with disabilities. Qualitative data were collected and analyzed, and themes were extracted. Two findings emerged: First, preservice teachers were open minded about coteaching but had concerns about the process. Second, preservice teachers held a "separate spheres" framework about their respective fields. Conclusions suggest that teacher preparation programs must consider how the latent function of their organizations may circumvent their curricular attempts to socialize students into effective coteaching dispositions and practices. Implications for practice include developing content competence in all secondary teachers, providing opportunities to practice collaboration with other teachers and differentiating instruction, and building preservice teachers' awareness of the gap between discourse about schools and their own practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10