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ERIC Number: EJ1139910
Record Type: Journal
Publication Date: 2017
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-0024-1822
Escaping Burnout through Collaboration: Co-Teaching in a Right-to-Work State
Rabidoux, Salena; Rottmann, Amy
Liberal Education, v103 n1 Win 2017
Generally speaking, whenever teachers are mentioned, so too are teachers' unions. However, that is not the case in "right-to-work" states. Teachers in North Carolina, for example, do not have a collective voice to represent them in local or state political arenas, where politicians are usually not well versed in educational practices. As a result, decisions are made about curricula, pay, student spending, health insurance, and retirement without any input from teachers. Experienced K-12 teachers and instructors working in North Carolina's public higher education institutions have not received a pay rise in almost a decade, and they tend not to learn about important issues before the General Assembly--such as a reduction of their health insurance coverage--until just before they are voted on. As a result, higher education instructors who train preservice teachers in a right-to-work state, struggle with feeling unsupported. Therefore, the authors have created their own supportive professional environment through the use of co-teaching. Co-teaching allows educators to share the burden of creating and implementing instruction through collaborative efforts with a focus on the best interests of students. In this article, the authors describe how they co-taught a module within a fully online graduate class. They describe what worked best and what challenges they faced.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A