Collective self-efficacy expectations in Co-teaching teams – what are the influencing factors?

Krammer, Mathias; Gastager, Angela U.; Paleczek, Lisa; Gasteiger‐Klicpera, Barbara; Rossmann, Peter

doi:10.1080/03055698.2017.1347489

Cited by 27 publications

(28 citation statements)

References 32 publications

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“…Previous studies have shown that co‐teaching increases teachers’ job satisfaction and well‐being (Sirkko et al, 2018). Students’ support needs are better met when there are more teachers in the classroom (Krammer et al, 2018). Implementing co‐teaching can reduce segregation (Strogilos et al, 2016), promote inclusion, improve students’ socio‐emotional and interaction skills (Friend et al, 2010; Strogilos & Stefanidis, 2015) and reduce students’ challenging behaviour (Strogilos & Avramidis, 2016; Botha & Kourkotas, 2016).…”

Section: Teachers’ Views On the Benefits And Challenges Of Co‐teachingmentioning

confidence: 99%

Finnish teachers’ views on co‐teaching

Kokko¹,

Takala²,

Pihlaja³

2021

British J Special Edu

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Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and strengthen and support each other. In this study, we examine teachers' views on co-teaching and investigate which background factors explain teachers' views concerning the benefits and the challenges of co-teaching. The data obtained from Finnish basic education teachers' (N = 694) responses to an online questionnaire are analysed quantitatively. The results show some differences among the teachers' views. Subject teachers perceive more challenges in coteaching than class and special education teachers. Class teachers perceive the fewest challenges. Although teachers are generally interested in co-teaching and some of them co-teach regularly, they also report several barriers to its application. The explanatory factors concerning the differences in teachers' views are gender, teachers' coteaching experiences, the amount of co-teaching per week and working as a class teacher.

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Section: Teachers’ Views On the Benefits And Challenges Of Co‐teachingmentioning

confidence: 99%

Finnish teachers’ views on co‐teaching

Kokko¹,

Takala²,

Pihlaja³

2021

British J Special Edu

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“…It is important to note, however, that personal characteristics, attitudes and perceptions of the team members are considered as more important for team quality than structural characteristics (Biemann and Weckmüller 2012;Honingh and Hooge 2014;Krammer et al 2017). These personal characteristics refer to a considerable number of prerequisites which must be fulfilled in order to provide good quality joint teaching.…”

Section: General Frameworkmentioning

confidence: 99%

Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration

Krammer

Rossmann

Gastager

et al. 2018

European Journal of Teacher Education

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The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions 'shared responsibility' and 'enjoyment with the co-teaching process' , where teachers from selfselected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the teammate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.

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“…Instead of referring certain pupils to an intensive special education service outside of the regular classroom, the SET brings his or her competence into the regular classroom (Friend et al, 2010;King-Sears, Jenkins, & Brawand, 2018;Scruggs & Mastropieri, 2017). Another central benefit conferred by co-teaching that supports inclusive education is the increased teacher-pupil ratio, which improves teachers' abilities to differentiate between students and meet individual needs without excluding pupils (Friend et al, 2010;Krammer, Gastner, Paleczek, Gasteiger-Klicpera, & Rossman, 2018).…”

Section: Co-teaching As An Inclusive Teaching Strategy: the Benefits And Challengesmentioning

confidence: 99%

Special teachers and the use of co-teaching in Swedish-speaking schools in Finland

2020

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Co-teaching has been highlighted as a possible response to classroom diversity. This study investigated the use of co-teaching by general education teachers and special teachers in Swedishspeaking schools in Finland. The data consisted of special teachers' (N = 126) responses to a questionnaire. On average, the respondents co-taught for 13% of the time. However, nearly a fifth of respondents did not use co-teaching at all, while sixth of them used it for 30-50% of the time. Most of the respondents co-taught for less than 30% of the time. Co-teaching was more common during Swedish and mathematics lessons than during lessons for other subjects. A significantly higher number of respondents used co-teaching during Swedish lessons in primary schools than in lower secondary schools. Parallel teaching was found to be the most common method of co-teaching. Although the results indicated that co-teaching was more common among respondents who had recently received their special education certification, this difference was not statistically significant. Similarly, no significant differences were found among respondents who worked in different regions, at different school levels or in schools of different sizes. The possible reasons for the differences between the respondents with regard to their time spent co-teaching are discussed.

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Collective self-efficacy expectations in Co-teaching teams – what are the influencing factors?

Cited by 27 publications

References 32 publications

Finnish teachers’ views on co‐teaching

Finnish teachers’ views on co‐teaching

Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration

Special teachers and the use of co-teaching in Swedish-speaking schools in Finland

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