NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915834
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0162-6620
Preservice Teachers' Perceptions of Coteaching: A Qualitative Study
Arndt, Katrina; Liles, Jeffrey
Action in Teacher Education, v32 n1 p15-25 Spr 2010
This study explored preservice teachers' perceptions about coteaching. Two classes of preservice teachers in special education and social studies were paired and asked to modify a lesson plan for students with disabilities. Qualitative data were collected and analyzed, and themes were extracted. Two findings emerged: First, preservice teachers were open minded about coteaching but had concerns about the process. Second, preservice teachers held a "separate spheres" framework about their respective fields. Conclusions suggest that teacher preparation programs must consider how the latent function of their organizations may circumvent their curricular attempts to socialize students into effective coteaching dispositions and practices. Implications for practice include developing content competence in all secondary teachers, providing opportunities to practice collaboration with other teachers and differentiating instruction, and building preservice teachers' awareness of the gap between discourse about schools and their own practices.
Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com/Journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A