04 SES 08 A, Collaborative Teaching I
Parallel Paper Session
In this study, we followed the development of co-teaching during one year in four schools in Helsinki. Co-teaching was made attractive by rewarding those teachers who used it. Through three measurements, we studied: 1) the frames of co-teaching, such as what teacher groups use it most and in which lessons; 2) the benefits and barriers of co-teaching, and 3) the functional models of co-teaching. Our hypothesis is that because of the monetary incentive offered during 2010-2011, there will be an increase in the frequency of co-teaching since the previous study (Saloviita & Takala, 2010) that was done in the same area.
Co-teaching has been compared to a dating relationship that needs to be nurtured in order to succeed (e.g., Murawski, 2010, 21-31). It requires three components: co-planning, co-instructing and co-assessing. Therefore, common planning time should be assured and co-teaching partners could be excused from other responsibilities in order to make time for their co-teaching responsibilities (Murawski, 2008). A lack of planning time may lead to an unequal sharing of responsibilities (Sileo, 2011; Murawski and Lochner, 2011, 175). When both teachers are involved in co-planning, they can have a proactive input to the content of the lesson. During the instruction, the shared professionalism of the two teachers benefits the academic, social and behavioural outcomes of the students and as well adds to the competences of the teachers themselves (Friend & Cook, 2007; Hang & Rabren, 2009; Walther-Thomas, 1997).
References Friend, M. & Cook, L. 2007. Interactions: Collaboration skills for school professionals (5th ed.). NY: Longman. Hang, Q. & Rabren, K. An Examination of Co-Teaching. Perspectives and Efficacy Indicators. Remedial and Special education, 30(5), 259-268. Murawski, W. W. 2008. Five Keys to Co-Teaching in Inclusive Classrooms. School Administrator, 65(8), 29-29. Murawski, W. W. 2010. Collaborative Teaching in Elementary Schools. Making the Co-teaching Marriage Work! California: SAGE. Murawski, W. W. & Lochner, W. W. 2011. Observing Co-teaching: What to ask for, look for and listen for. Intervention in School and Clinic 46(3), 174-183. Saloviita, T. and Takala, M. 2010. Frequency of co-teaching in different teacher categories. European Journal of Special Needs Education, 25 (4), 389-396. Sileo, J. M. 2011. Co-Teaching: Getting to Know Your Partner. Teaching Exceptional Children, 43 (5), 32-38. Scruggs, T. E.; Mastropieri, M. A. & McDuffie, K. A. 2007. Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, 73, 392-416. Walther-Thomas, C. S.1997. Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395-407.
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