Partnership and Coteaching: Preparing Preservice Teachers to Improve Outcomes for Students with Disabilities

Autor/inn/en	Hoppey, David; Mickelson, Ann M.
Titel	Partnership and Coteaching: Preparing Preservice Teachers to Improve Outcomes for Students with Disabilities
Quelle	In: Action in Teacher Education, 39 (2017) 2, S.187-202 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1273149
Schlagwörter	Collegiality; Student Needs; Inclusion; Disabilities; Teacher Collaboration; Qualitative Research; Interviews; Periodicals; Observation; Lesson Plans; Supervision; Politics of Education; Teacher Education Programs; Student Teachers; Outcomes of Education; College School Cooperation + Suchen Sie Ihr Suchwort? Kollegialität; Inklusion; Handicap; Behinderung; Lehrerkooperation; Qualitative Forschung; Interviewing; Interviewtechnik; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Beobachtung; Lesson planning; Unterrichtsplanung; Educational policy; Bildungspolitik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernleistung; Schulerfolg
Abstract	The purpose of this qualitative study was to explore partnership structures and the practice of coteaching in developing preservice teachers' (PST) collaboration skills and ability to include students with disabilities in general education classrooms. Interviews served as the primary data source, and secondary data sources included journals, observation forms, lesson plans, and field notes. Four assertions emerged: (1) reconfiguring partnership structures and roles helped to strengthen collaboration and shift the nature of course work and field supervision to assist PSTs to meet the needs of students with disabilities, (2) working together within an inclusive classroom created collegiality and shared responsibility for meeting the needs of students with disabilities, (3) shared planning enabled PST collaboration skills to develop and improve instruction for students with disabilities, and (4) collaborating enhanced PST knowledge of the politics related to meeting the needs of students with disabilities. Given the importance of clinically-rich teacher education, this study illustrated how a partnership that linked program goals, coursework, and fieldwork promoted the development of PST collaboration skills and understanding of inclusive classrooms. Implications for teacher education programs and future research topics are also shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01