Co-Teaching in Teacher Education: Preparing Educators for Inclusive Classrooms

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Shaping Leadership in Preservice Learning Through Collaboration and Co-Teaching

Abstract

In this action research study, two teacher educators from special and general education programs teamed to coteach two semesters of sequenced literacy methods courses (semester one focuses on early literacy in the primary grades; semester two addresses literacy in grades 4-12). This paper highlights the processes and outcomes from this experience. Data included field notes from the two professors, and pre- and post-surveys and qualitative responses from the Teacher Candidates (TCs). Findings indicated both strengths and challenges, as seen both from the faculty and TCs’ points of view. Implications for both teacher education and the classroom will be addressed.

Authors

• Marga Madhuri, University of La Verne

• Amber Bechard, University of La Verne

• Kara Seidel, University of Maryland - Baltimore County