Teachers’ Reported Use of Coteaching Methods: Associations With Structural Elements of Coteaching, Teacher Attitudes, and Professional Development Opportunities

• In Event: Poster Session 7
  In Poster Session: Special Education Research SIG Poster Session

Abstract

This paper looks examines data from 81 co-teachers to address the following research questions: 1) How frequently do co-teachers implement different approaches to co-teaching? 2) What factors (logistics of co-teaching, teacher attitudes, professional development) are associated with teachers’ use of different approaches to co-teaching? The results of this study suggest that the implementation of more collaborative models of co-teaching are associated with teacher professional development opportunities, as well as structural factors that support sustained co-teacher relationships during the school day as well as across school years.

Authors

• Nadya Pancsofar, The College of New Jersey

• Jerry Petroff