Exploring the Co-Teaching Experience in a Graduate-Level, Principal Preparation Course

Sanchez, Jafeth E.; Humphreys, Kelly; Carroll, Kevin C.

doi:10.46504/14201907sa

Cited by 17 publications

(57 citation statements)

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“…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. o Team-teaching (Wilson and VanBerschot 2014, Puttonen,2014, Thomson and Dow, 2017, Campbell et al, 2018, Neifeald and Nissim, 2019, Sanchez et al, 2019, Bilican et al, 2020. 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.…”

Section: Methods Of and With Co-teachingmentioning

confidence: 99%

“…Cooperating teachers encounter a lack of planning time, which in turn also affects the possibility of a positive impact on students and the effectiveness of teaching. This aspect is also mingled with other mentioned topics and is the overall dominant mentioned problem in the implementation of co-teaching (Chan et al, 2012, Takala and Wickman, 2019, Sanchez et al, 2019.…”

Section: Special Educational Needs (Sen)mentioning

confidence: 96%

“…However, teachers do not have enough time available (Park, 2014, Jurkowski andMüller, 2018) and therefore cannot devote themselves to preparation and reflection to the extent necessary. The lack of time factor was reported by most studies as the most important and most affecting overall effectiveness of co-teaching (Takala and Wickman, 2018, Jurkowski and Müller, 2018, Ricci and Fington, 2017, Sanchez et al, 2019.…”

Section: Problems and Obstaclesmentioning

confidence: 99%

“…Teacher cooperation is in three stagesplanning, implementation and reflection. In this area, however, it also encounters the problem of the time factor, which is the most frequently mentioned obstacle to the quality implementation of co-teaching (Takala and Wickman,2019, Jurkowski and Müller, 2018, Ricci and Fington,2017, Sanchez et al, 2019. In preparation there is room for more creative methods of teaching and in implementation a faster and better response is possible, as well as space for improvisation (Eckardt et al, 2018).…”

Section: Teachers' Cooperationmentioning

confidence: 99%

“…Ricci and Fingon (2017). However, in the course of co-teaching, research has revealed other benefits of such guided teaching (Friend, 2015;Ricci and Fingon, 2017;Sanchez et al, 2019;Walsh, 2012). 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.…”

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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Section: Methods Of and With Co-teachingmentioning

confidence: 99%

Section: Special Educational Needs (Sen)mentioning

confidence: 96%

Section: Problems and Obstaclesmentioning

confidence: 99%

Section: Teachers' Cooperationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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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Longitudinal Co-teaching Projects: Scoping Review

Veteška

Kursch

Svobodová

et al. 2022

Cognition and Exploratory Learning in the Digital Age

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Mutual Learning Among Teachers in the School Space

Камінська¹

2021

Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

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The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.

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Exploring the Co-Teaching Experience in a Graduate-Level, Principal Preparation Course

Cited by 17 publications

References 0 publications

Longitudinal Co-Teaching Projects - Scoping Review

Longitudinal Co-Teaching Projects - Scoping Review

Longitudinal Co-teaching Projects: Scoping Review

Mutual Learning Among Teachers in the School Space

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