ERIC Number: EJ926850
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 29
Research on Co-Teaching and Teaming: An Untapped Resource for Induction
Pugach, Marleen C.; Winn, Judith A.
Journal of Special Education Leadership, v24 n1 p36-46 Mar 2011
Co-teaching and various forms of team teaching are common in today's schools but have rarely been viewed in relationship to supporting novice special education teachers. Personal compatibility is consistently reported as a key factor in the success of co-teaching. Special educators who co-teach often take a backseat role in the general education classroom. Innovative instruction in co-taught classrooms is the exception rather than the norm. When co-teaching and teaming for inclusion occur in only some classrooms in a school, this may detract from a whole-school commitment to practicing an inclusive education philosophy. Teachers who co-teach and team report positive attitudes toward these forms of professional interaction; both hold promise for assisting novice special education teachers and increasing their retention.
Descriptors: Inclusion, Regular and Special Education Relationship, Mainstreaming, Teacher Collaboration, Teacher Attitudes, Disabilities, Special Education Teachers, Team Teaching, Beginning Teacher Induction, Beginning Teachers, Qualitative Research, Mentors, Administrator Role, Middle Schools, High Schools, Elementary Schools
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Authoring Institution: N/A