Examining the Implementation of Two Co-Teaching Models: Team Teaching and Station Teaching

Autor/inn/en	Gurgur, Hasan; Uzuner, Yildiz
Titel	Examining the Implementation of Two Co-Teaching Models: Team Teaching and Station Teaching
Quelle	In: International Journal of Inclusive Education, 15 (2011) 6, S.589-610 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Action Research; Teaching Models; Regular and Special Education Relationship; Foreign Countries; Special Education Teachers; Team Teaching; Special Needs Students; Teaching Methods; Disabilities; Inclusion; Mainstreaming; Cooperative Planning; Teacher Collaboration; Reflection; Student Needs; Elementary Schools; Turkey + Suchen Sie Ihr Suchwort? Projektforschung; Lehrmodell; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Inklusion; Lehrerkooperation; Elementary school; Grundschule; Volksschule; Türkei
Abstract	In Turkey, the number of students in mainstream education is increasing, and a support service does not exist even though mainstreaming has been implemented for many years. Therefore, within this system, many students with special needs are failing. Thus, there is a need for evidence-based research projects concerning the ways of supporting these students such as the co-teaching approach. In the research detailed in this article, the participants were one regular education teacher and the researcher as special education teacher. The design of the study was action research. Data collection techniques were a checklist, documents (lesson plans, students' products), researcher journal, actual recordings of co-planning and reflection meetings and instructions. The findings were demonstrated based on the co-planning meetings, teaching practices and reflection meetings. Concerning the challenging issues of implementation, support services should certainly be provided in the mainstream classes, and additional research is needed to systematically examine the impacts of teachers taking time to undertake common planning and/or discussing student performance. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10