Co-Teaching: Collaborative and Caring Teacher Preparation

Rabin, Colette

doi:10.1177/0022487119872696

Cited by 47 publications

(40 citation statements)

References 47 publications

(117 reference statements)

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“…o One teachone support, also supporting model (Park, 2014, Chan et al, 2012, Eckardt et al, 2018, Takala and Wickman,2018, Lõhmus et al, 2019, Montgomery, 2019, Duran et al, 2020, Rabin, 2020. o Alternative Teaching, also complementary or complementary model (Ricci and Fington, 2017, Strogilos and King-Sears, 2019, Jurkowski and Müller, 2018, Kim et al, 2007.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

“…In the "one teachone support" model, in addition to standard assistance to the head teacher, it is also a method of education for future or novice teachers. In fact, the head teacher becomes a mentor at the same time, listening and learning from each other based on a partnership, which is not entirely possible with classical mentoring (Montgomery, 2019;Rabin, 2020). Bilican et al (2020) shows co-teaching as a possible way of further education.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

“…It includes, on the one hand, a view of effectiveness by the teacher (e.g. Wilson and VanBerschot, 2014, Jurkowski and Müller, 2018, Neifeald and Nissim, 2019, Rabin, 2020 as well as a student view (e.g. Puttonen, 2014, Strogilos, King-Sears, 2019.…”

Section: Co-teaching Effectivenessmentioning

confidence: 99%

“…When using the virtual component of co-teaching, they are also the basis for the division of roles of digital competence of individual teachers (Kim et al, 2007). With regard to the various roles, it is also necessary to mention the ethical dimension of cooperation, where the balance of power, collegiality, the pursuit of the same goal at the same level of mutual consent should be maintained in relations between co-teachers and feedback on teaching should be shared (Rabin, 2020).…”

Section: Teachers' Roles and Relationshipsmentioning

confidence: 99%

“…When applying co-teaching, it is possible, for example, to divide students into groups according to their abilities and to take advantage of the opportunity to teach students in different ways, apply different methods, individualize teaching. The mentoring model 17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020) makes it possible to improve cooperation in school environments, promote mutual learning among teachers (Baeten and Simons, 2014;Fraser and Watson, 2013;Rabin, 2020). In the framework of research into the cooperation of teachers in general education in co-teaching, better student learning outcomes, knowledge consolidation (Eckardt and Giouroukakis, 2018;Ronfeldt et al, 2015;Vescio et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal Co-Teaching Projects - Scoping Review

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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The main orientations of education policy with a view to the next decade include, inter alia, promoting educational innovation and verifying it through further professional development of teaching staff and exploring the effectiveness of learning. One of the possibilities of achieving this goal is co-teaching and its forms, which are constantly evolving. The aim of this study is to provide an overview of approaches not only to the actual implementation of co-teaching, but also to the whole process of preparation in order to evaluate the experience gained in a number of researches already carried out, in the form of an overview study. An inductive thematic analysis of published articles in 2005-2020, with a predominance of attention for the period 2019 and 2020, was used in 16 databases such as ERIC, Scopus®, Complementary Index, etc. As a result, 19 articles were finally included in the analysis of the issues examined. Inductive thematic analysis identified six themes: (1) "co-teaching effectiveness", (2) "problems and obstacles", ( 3) "methods of and with co-teaching", (4) "teachers' roles and relationships", (5) "teachers' cooperation", and (6) "special educational needs" (SEN). The scoping review study covers the theoretical basis of co-teaching issues, the results of research surveys or experiments on the procedures, advantages or barriers of various co-teaching models. The study serves as a basic framework supporting the creation and application of a virtual component as a new part of the educational method of co-teaching solved by the TAČR project. KEYWORDSCo-Teaching, Co-Teaching Efficiency, Co-Teaching Methods, Problems and Obstacles of Co-Teaching, Relationships and Cooperation of Teachers, Educational Needs Identifying Relevant StudiesWhen searching for studies, we first used the keyword "co-teaching". The result was more than 2,000 studies. That's why we've added an advanced search that's consistent with our goal. Another string was the word "long-term", the results suddenly from 12 studies. We replaced the word long-term with "longitudinal" and the result was another 17 studies, different from the previous combination. Another combination was the search for "co-teaching" and virtual at the same time. The result was another 10 studies. We then used the same criteria in Google Scholar. For 5 records were found after the phrase "virtual co-teaching" was found. Next, we searched in the title of the article virtual and co-teaching and found 5 articles.

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