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

Session Type: Virtual Symposium

Abstract

Co-teaching is promulgated as a beneficial practice for inclusive classrooms with special education and general education students; however, little research has focused on the use of co-teaching in teacher preparation programs as a way to combine foundational teacher preparation for special education and general education teachers. This symposium presents five research studies conducted within the first year of implementation of a teacher preparation program incorporating co-taught foundations courses; the presentations focus on different aspects of the collaborative efforts among internal and external stakeholders, including some of the key challenges in structure, funding, planning, and assessment practices. Key policy and practice implications are discussed for improvement of outcomes for teacher candidates and ultimately, their students.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Teacher and Teacher Educator Preparation

Chair

• Wendy W. Murawski, California State University - Northridge

Papers

• Windows of Opportunity: The Role of Leadership in Initiating Co-Teaching in a Teacher Preparation Program - Stacy Kula, Azusa Pacific University

• Necessary Course Attributes, Resources, and Attitudes, for a Successful Co-Teaching Experience - Jessica Cannaday, Colton Joint Unified School District

• Finding Equity in Co-Planning: Administrative Faculty, Full-Time Faculty, and Adjuncts - Kathleen Bautista, Azusa Pacific University

• Gauging Diverse Students' Learning: Co-Assessment in a Co-Taught Teacher Education Program - Joyce M. Gomez-Najarro, California State University - Fullerton

• Preservice Teachers' Potential Co-Teaching Practice After Participating in Co-Taught Teacher Preparatory Courses - Angela Guta, Azusa Pacific University

Discussant

• Wendy W. Murawski, California State University - Northridge