Examining the implementation of two co‐teaching models: team teaching and station teaching

Gürgür, Hasan; Uzuner, Yıldız

doi:10.1080/13603110903265032

Cited by 40 publications

(39 citation statements)

References 24 publications

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“…Scientists slightly differ in their explanation and definition of team-teaching. As Gurgur and Uzuner (2011) have noticed, team-teaching is one of branches of co-teaching. The researchers indicate that co-teaching takes place when two educators teach two separate subgroups of learners; however, they plan the learning process together and pursue common learning goals.…”

Section: The Definition Of Teamteachingmentioning

confidence: 99%

The links between competences acquired through interdisciplinary studies and the needs of the labour market

Putriene

2015

socscie

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The complexity of competences required by the labour market has made it necessary to change the traditional patterns of education. An assumption can be made that students could develop competences that are required by the market through interdisciplinary studies and team-teaching in that. For this reason, the question asked in this paper is what competences necessary for the labour market are developed through interdisciplinary studies and team-teaching. The paper uses the method of literature review. It has been found that interdisciplinary studies that involve team-teaching enable students to acquire such skills as applying multi-perspective approach to problem-solving, accepting different points of view and thinking 'outside the box'. Students learn to build new and expand existing knowledge, accept and provide constructive feedback as well as express their own opinion. These competences are highly important in the contemporary working world; therefore, it can be stated that the implementation of such studies opens the way to a successful career of the graduates. However, the question is whether such changes in higher education may indeed allow for the conclusion that their implementation in the study process will affect the competences acquired by the students. What influence do interdisciplinary studies and team-teaching have on the learning process? These and other questions become especially relevant when searching for links between the modern labour market and opportunities for graduates to become its successful players. Due to these reasons, this paper focuses on the question: what competences relevant for the labour market are developed through interdisciplinary studies and team-teaching?The paper uses the method of literature rewiev.The paper consists of three parts. The first part discusses the concepts of interdisciplinarity and interdisciplinary study programmes, while the second part analyses the definition of team-teaching. The final part reveals the influence made by interdisciplinary studies and team-teaching on the competences acquired by students.Social Sciences 2015/2/88

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Section: The Definition Of Teamteachingmentioning

confidence: 99%

The links between competences acquired through interdisciplinary studies and the needs of the labour market

Putriene

2015

socscie

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“…Second, this model provides both schools and universities possibilities for professional development of their teachers, education researchers or university lecturers in order to bridge the gap between theory and practice (Kansanen, Tirri, Meri, Krokfors, Husu & Jyrhämä, 2000;Korthagen, 2001). Third, Innovation Schools are expected to adopt team teaching approaches (David, 1995;Gurgur & Uzuner, 2011) in guiding student teachers' professional development. Fourth, these schools are for universities as a field of studies of innovative materials and methods and provide opportunities for schools to conduct action-research (Megowan-Romanowicz, 2010) at a new level of quality in cooperation with universities or other schools.…”

Section: Introductionmentioning

confidence: 99%

Schools’Opinions about Implementing the Model of Innovation Schools

Pedaste

Pedaste²,

Murakas

et al. 2015

Procedia - Social and Behavioral Sciences

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In our study we collected school leaders' and teacher's perceptions about the possible effects of applying a model of Innovation Schools. Data was collected by focus group interviews in three schools. Based on the findings of the study eleven different topics were pointed out that described the influence of applying the model of Innovation Schools on the level of a school, nine topics that described the influence on the level of a teacher, seven topics that described the influence on the level of students and five topics that described influence on the level of student teachers and their studies. These topics support educational practitioners and teacher education institutions in building successful partnerships for sustainable teacher education.

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“…This is significant because increased amounts of training have been associated with higher self-efficacy and positive attitudes toward co-teaching (Pancsofar & Petroff, 2013). In addition, there is some evidence that even when co-planning time is provided, teachers may not have the knowledge to use it effectively, making the institution of this support without corresponding training potentially ineffective (Austin, 2001;Bryant Davis, Dieker, Pearl, & Kirkpatrick, 2012;Gürgür & Uzuner, 2011).…”

Section: School-level Structural Supports For Co-teachingmentioning

confidence: 99%

“…There is some indication that even when teachers have the time to co-plan, they either do not use it or do not have the skills to do it effectively (Austin, 2001;Bryant Davis et al, 2012;Gürgür & Uzuner, 2011), making the value of providing co-planning time questionable unless related training is provided as well. Unfortunately, staff development is often not seen as an essential component of implementing a co-teaching initiative.…”

Section: Collaborationmentioning

confidence: 99%

“…Moin et al (2009) suggested two ways supportive administrators aid co-teachers are by scheduling common planning time and keeping successful pairs together multiple years in a row so they can build their relationship. There is evidence that lack of a strong professional relationship can result in ambiguity in teacher roles and lack of commitment to the success of coteaching (Gürgür & Uzuner, 2011). On the other hand, strong relationships can lead to deeper reflection on teaching, more thoughtful co-planning, and willingness to make changes in instruction (Embury & Dinnesen, 2012).…”

Section: School Logistical Contextmentioning

confidence: 99%

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Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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Examining the implementation of two co‐teaching models: team teaching and station teaching

Cited by 40 publications

References 24 publications

The links between competences acquired through interdisciplinary studies and the needs of the labour market

The links between competences acquired through interdisciplinary studies and the needs of the labour market

Schools’Opinions about Implementing the Model of Innovation Schools

Specialized Instruction in Co-Taught High School Classes

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