Effects of Modeling Collaborative Teaching for Pre-Service Teachers

Autor/inn/en	Stang, Kristin K.; Lyons, Barbara M.
Titel	Effects of Modeling Collaborative Teaching for Pre-Service Teachers
Quelle	In: Teacher Education and Special Education, 31 (2008) 3, S.182-194 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406408330632
Schlagwörter	Education Courses; Disabilities; Special Education Teachers; Team Teaching; Faculty; Teacher Collaboration; Severe Disabilities; Student Surveys; Student Teacher Attitudes; Student Reaction; Skill Analysis; Teaching Skills; Modeling (Psychology); Teaching Methods; Likert Scales; Student Characteristics; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Fortbildungskurs; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Academic Staff; Lehrkörper; Lehrerkooperation; Severe disability; Schwerbehinderung; Schülerbefragung; Schülerkritik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala
Abstract	In this article, the authors examine pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. Forty-three full-time postbaccalaureate students participate in a course designed to examine critical issues in special education, taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching. Data are collected and analyzed both quantitatively and qualitatively. Three qualitative themes regarding participants' perceptions of skills affecting co-teaching emerge: interpersonal skills, collaborative skills, and instructional issues. Overall, participant knowledge of co-teaching increase and faculty modeling of co-teaching is reported as the most valuable contributing factor. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10