Co-Teaching as a Resource for Inclusive Classes: Teachers' Perspectives on Conditions for Successful Collaboration

Autor/inn/en	Jurkowski, Susanne; Ulrich, Manuela; Müller, Bettina
Titel	Co-Teaching as a Resource for Inclusive Classes: Teachers' Perspectives on Conditions for Successful Collaboration
Quelle	In: International Journal of Inclusive Education, 27 (2023) 1, S.54-71 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jurkowski, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1821449
Schlagwörter	Teacher Collaboration; Team Teaching; Secondary School Teachers; Regular and Special Education Relationship; Special Education Teachers; Foreign Countries; Teacher Attitudes; Students with Disabilities; Expectation; Definitions; Faculty Development; Resources; Germany + Suchen Sie Ihr Suchwort? Lehrerkooperation; Teamteaching; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Expectancy; Erwartung; Begriffsbestimmung; Betriebsmittel; Hilfsmittel; Deutschland
Abstract	Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers' perspectives on the conditions for successful implementation of co-teaching. We interviewed general teachers (n = 17) and special education teachers (n = 16) about their individual experiences and their ideas about good practice implementation of co-teaching. The qualitative content analysis summarised the teachers' statements on 13 categories that refer to the educational system, the single school, or the teaching dyad. The teachers expressed their belief in the benefits from co-teaching. They stated the need for resources (time, equipment) and concepts for co-teaching and teaching in inclusive classes. The co-teachers found it necessary that principals, professionals within school, and experts from outside school develop a shared responsibility for inclusive schooling. The teachers' statements reflect the idea of a collaborative relationship and the need for general and special education teachers to negotiate the dyad's self-organisation and task assignments. In sum, the successful implementation of co-teaching seems to be a process of school development and professional development based on organisational structures and resources that support collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01