A One-Year Study of the Development of Co-Teaching in Four Finnish Schools

Autor/inn/en	Takala, Marjatta; Uusitalo-Malmivaara, Lotta
Titel	A One-Year Study of the Development of Co-Teaching in Four Finnish Schools
Quelle	In: European Journal of Special Needs Education, 27 (2012) 3, S.373-390 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.691233
Schlagwörter	Foreign Countries; Followup Studies; Team Teaching; Instructional Innovation; Questionnaires; Program Attitudes; Teacher Attitudes; Incentives; Teaching Methods; Incidence; Educational Practices; Special Education Teachers; Barriers; Program Effectiveness; Teaching Models; Finland; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Follow-up studies; Kontaktstudium; Teamteaching; Educational Innovation; Bildungsinnovation; Fragebogen; Lehrerverhalten; Anreiz; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkommen; Bildungspraxis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrmodell; Finnland
Abstract	In this follow-up study, development of co-teaching was studied in four different schools in Helsinki, Finland. Teachers, altogether 54, 51 and 26, respectively, responded to an electronic questionnaire three times during one year. The attitudes towards co-teaching were positive although the frequency of co-teaching remained low. Co-teaching was seen as a developing mode of teaching and it was said to be suitable for all school subjects. Special teachers and class teachers had the most experience with co-teaching. The majority of respondents co-taught 2-5 lessons per week and that did not change during the follow-up, although monetary incentive was available to those who increased their co-teaching during the study period. For class-teachers, another class-teacher was most often the chosen co-teaching partner. Special teachers were frequent co-teaching partners for all teachers. The most common reason for not co-teaching was the lack of planning time. However, 15 minutes were considered enough to plan one lesson. The respondents had no education about co-teaching. Receiving more attention was the most often mentioned benefit of co-teaching for the students. Sharing and well-being were regarded as the greatest benefits of co-teaching for the teachers. The advantages and obstacles of co-teaching are discussed and some practical advice is given. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10