An International Immersion into Co-Teaching: A Wake-Up Call for Teacher Candidates in General and Special Education

Autor/inn/en	Oh, Kevin; Murawski, Wendy; Nussli, Natalie
Titel	An International Immersion into Co-Teaching: A Wake-Up Call for Teacher Candidates in General and Special Education
Quelle	In: Journal of Special Education Apprenticeship, 6 (2017) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Preservice Teacher Education; Special Education; General Education; Case Studies; International Cooperation; Team Teaching; Second Language Instruction; English (Second Language); Foreign Countries; Partnerships in Education; Interpersonal Communication; Feedback (Response); Trust (Psychology); Interpersonal Relationship; Role; Inclusion; Qualitative Research; Phenomenology; Surveys; Interviews; Journal Writing; Student Teaching; South Korea; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Case study; Fallstudie; Case Study; Internationale Kooperation; Internationale Zusammenarbeit; Teamteaching; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulpartnerschaft; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rollen; Inklusion; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Teaching practice; Unterrichtspraxis; Korea; Republik; USA
Abstract	This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants' skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01