One Teach-One Tech: An Emerging Co-Teaching Strategy

Drelick, Alicia M.; Damiani, Michelle L.; Elder, Brent C.

doi:10.1177/01626434231177869

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…In addition to exchanging content and pedagogical knowledge, Buckingham et al (2021) noted that co-teaching can allow for exploring the use of technology. Drelick et al (2023) recommended leveraging co-teaching to expand comfort and overall technology implementation through the one teach, one tech co-teaching strategy. Informal mentorship and collaborative technology integration can help remove barriers affecting technology integration during co-teaching (Drelick et al, 2023).…”

Section: Perceived Benefits For Instructorsmentioning

confidence: 99%

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Damiani,

Drelick

2024

JOSEP

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Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education, and even fewer include the use of co-teaching in teacher preparation programs. Like in P-12 education, organizational systems and collegial dynamics can pose barriers to implementing the use of co-teaching in higher education. This article addresses the benefits and challenges of co-teaching in a teacher preparation program. Specifically included is a discussion about how engaging in the co-teaching process can be valuable to pre-service teachers and faculty members, as well as barriers to consider when navigating institutional procedures and policies. University faculty share their experiences proposing, developing, and implementing co-taught courses in an undergraduate dual certification (elementary and special education) inclusive education program. Strategies that can be used to address known barriers and successfully implement co-taught courses in a teacher preparation program are provided.

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Section: Perceived Benefits For Instructorsmentioning

confidence: 99%

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Damiani,

Drelick

2024

JOSEP

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Effects of a Training Program to Improve Co-Teaching and Collaboration Skills for In-Service Teachers of Special and General Education

Alsudairy

2024

Sage Open

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Although co-teaching is increasingly recognized as a valuable approach in inclusive education, comprehensive studies that examine the impact of targeted professional development on enhancing teachers’ capabilities in this area are lacking. The limited research on this topic fails to provide clear evidence of the effectiveness of such training programs and their potential benefits for special education and general education teachers. Addressing this issue, this study investigates the effectiveness of a proposed professional development training program designed to elevate co-teaching and collaboration skills among in-service teachers. A one-group quasi-experimental design was used, and a convenience sampling of 32 female teachers, comprising 16 special education and 16 general education teachers, participated in the program consisting of 14 intensive sessions. Pre- and post-intervention assessments, comprising a co-teaching test and a collaboration skills scale, were administered. Results demonstrate significant benefits of the training program, with participants showcasing improved performance in the co-teaching post-test and collaboration scale. Special education teachers notably outperformed their general education counterparts in co-teaching skills. However, the analysis did not reveal any statistically significant differences between teachers of students with learning disabilities and teachers of general education regarding their performance on the collaboration skills scale. The study concludes with recommendations and future research directions, offering insights to further advance co-teaching practices and collaboration skills among educators.

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One Teach-One Tech: An Emerging Co-Teaching Strategy

Cited by 2 publications

References 21 publications

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Effects of a Training Program to Improve Co-Teaching and Collaboration Skills for In-Service Teachers of Special and General Education

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