Preservice General Educators Using Co-Teaching Models in Math and Science Classrooms of an Urban Teacher Residency Programme: Learning Inclusive Practices in Teacher Training

Autor/inn/en	Ansari Ricci, Leila; Persiani, Kimberly; Williams, A. Dee; Ribas, Yvonne
Titel	Preservice General Educators Using Co-Teaching Models in Math and Science Classrooms of an Urban Teacher Residency Programme: Learning Inclusive Practices in Teacher Training
Quelle	In: International Journal of Inclusive Education, 25 (2021) 4, S.517-530 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari Ricci, Leila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1563643
Schlagwörter	Urban Teaching; Team Teaching; Teacher Collaboration; Student Teaching; Cooperating Teachers; Student Teachers; Individualized Instruction; High School Teachers; Mathematics Instruction; Science Instruction; Inclusion; Student Teacher Attitudes; Students with Disabilities + Suchen Sie Ihr Suchwort? Urban education; Stadtteilbezogenes Lernen; Teamteaching; Lehrerkooperation; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Individualisierender Unterricht; High school; High schools; Oberschule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across elementary and secondary grades. However, there is a need for teacher educators to provide more preservice training in collaboration and in co-teaching. This mixed method study describes the experience of 20 general education teacher candidates, or residents, using co-teaching models to differentiate instruction with their mentor teachers in high school math and science classrooms of a yearlong urban teacher residency programme. Data included surveys on co-teaching and resident evaluations of lessons co-taught with their mentors, and how these practices influence inclusion of children with special needs. Findings indicate some comfort and effectiveness at implementing co-teaching models in the residency. Implications for preparing preservice general educators using co-teaching models in residency are shared. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01