ERIC Number: EJ1157165
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Power, Perceptions, and Relationships: A Model of Co-Teaching in Higher Education
Morelock, John R.; Lester, Marlena McGlothlin; Klopfer, Michelle D.; Jardon, Alex M.; Mullins, Ricky D.; Nicholas, Erika L.; Alfaydi, Ahmed S.
College Teaching, v65 n4 p182-191 2017
Co-teaching has historically been used in K-12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K-12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting important factors that affect relationships between partners. This qualitative study involved seven interviews of co-teachers of graduate and undergraduate classes in order to better understand interactions between college-level co-teaching dyads. Data analysis revealed themes of power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions related to advantages of co-teaching, disadvantages of co-teaching, and student experiences. The researchers developed the Circular Model of Collegiate Co-Teaching, an original model to explain how these themes and subthemes are interrelated and affect each other. Specific best practices and new insights for collegiate co-teaching practice are discussed.
Descriptors: Higher Education, Qualitative Research, Team Teaching, Interviews, Teacher Surveys, Teacher Attitudes, Semi Structured Interviews, Teacher Leadership, Power Structure, Tenure, School Support, Group Dynamics, Communication Strategies, Mentors, Student Experience, Performance Factors, Best Practices, Teaching Models
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DGE1651272