Together and Apart: Co-Teaching in the Time of COVID-19

• In Event: Education and Learning in the COVID-19 Context

Abstract

In this instrumental-collective case study, we analyzed how seven teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching affected teachers’ psychological needs of competence, autonomy, and relatedness. Data included: background questionnaire, initial questionnaire, weekly reflections, and semi-structured interviews. We found that special education co-teachers (SE-CTs) reported diminished feelings of competence and autonomy due to scheduling complications and demands associated with individual education plans. General education co-teachers (GE-CTs) experienced similar challenges but reported higher levels of competence and autonomy. Co-teachers with longstanding, trusting relationships reported greater feelings of relatedness, which contributed to a sense of competence. Findings can inform K-12 co-teaching relationships and district planning for future remote instruction.

Authors

• Stephen Paul Tarsitano, Montclair State University

• Ashley Pollitt, Montclair State University

• Erin E. Riley-Lepo, Montclair State University

• Nicole Barnes, Montclair State University

• Helenrose Fives, Montclair State University