Preservice Teachers' Potential Co-Teaching Practice After Participating in Co-Taught Teacher Preparatory Courses

• In Event: Synergies and Tensions: Experiences of Administration, Faculty, and Students in Co-Taught Teacher Preparation Courses

Abstract

The prevalence of co-teaching has increased rapidly to address changes in federal regulations that have supported inclusive practices in K-12 classrooms to address the unique instructional needs of diverse learners in the classroom (IDEIA, 2004; ESSA, 2015; NCLB, 2001). Further, recent changes in credential expectations by the California Commission on Teacher Credentialing outline the expectation for teachers to use co-teaching as a method in planning and designing instruction (CTC, 2016).
Co-teaching is beneficial to both students and teachers. Students experience increased opportunities to access instructional content and receive necessary supports (Cook & Friend, 1995; Murawski, 2005). Teachers experience a greater understanding of other specialization areas through collaboration, developing shared expertise and moving away from the “silo” effect of teaching in isolation.
This qualitative study purposed to understand teacher candidates’ experiences and perspectives of co-teaching, as well as any shifts in their learning and growth, while participating in co-taught courses (with two professors having general and special education expertise). The positionality of the teacher candidates provided them unique insight to the co-teaching process (i.e. co-plan, co-instruct, co-assess) and a glimpse of each specialization area. Data collection involved both in-depth interviews and open-ended surveys. A first round of coding utilized the CHAT theoretical framework (Engeström, 2000) to examine how the co-teaching model shaped teacher candidates’ perceptions of co-teaching and supporting diverse K-12 learners in their classrooms. A second inductive round of coding focused on themes generated from the data within each of the CHAT elements from the first round.
Results indicate that teacher candidates held positive perceptions towards co-teaching. Several common themes emerged from the data analysis. First, many teacher candidates perceived co-teachers’ relationships to be positive, with one commenting that collaborative instruction “appeared seamless.” Candidates sensed that the co-teachers developed a strong sense of rapport, which positively impacted both teaching and learning. Second, teacher candidates expressed a shift in their willingness to participate in co-teaching, meaning their participation in the co-taught foundation course reduced preliminary fears they had about the co-teaching process. When asked how prepared to engage in co-teaching as K-12 classroom teachers, one stated, “It’s definitely made me consider [participating in co-teaching]…I’ve seen it work…and I would be more receptive to it.” Although not all teacher candidates felt better equipped to co-teach themselves, they expressed an openness to the concept of co-teaching.
Findings speak to the importance of teacher preparation programs in modeling co teaching; however, the findings also indicate that teachers require further professional development in this area post-graduation. Possibly, collaborative efforts between teacher preparation programs and the districts that receive their candidates might best position teachers to serve all students well through co-teaching. With the shift to increased inclusive schools, the need for co-teaching arrangements continues to increase. Research into innovative programs such as the one described here may provide further insights into how educational institutions can best meet that need, for the benefit of all students.

Author

• Angela Guta, Azusa Pacific University
  Presenting Author