Teacher Perceptions of Co-Teaching Practices in Secondary Science Classrooms

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Exploring Innovations in and Influences on Teacher Preparation to Teach Science

Abstract

The purpose of this study was to establish current levels of co-teaching implementation and to explore teachers’ perceptions of co-teaching and co-teacher relationships. Analysis revealed that teachers generally have positive perceptions of their co-teaching partners and relationships, and these perceptions did not significantly differ between science teachers and special educators. However, this study found that teachers are not regularly planning lessons together, sharing the workload in the classroom, or choosing co-teaching models together. Interview participants indicated a willingness to improve their co-teaching practices but stated that further support and training from districts was needed.

Authors

• Samantha Ringl, Alice Lloyd College

• Jennifer A. Wilhelm, University of Kentucky