Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators

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  • Additional Information
    • Availability:
      Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: [email protected]; Web site: http://www.caddogap.com
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Teacher Education Programs; Preservice Teacher Education; Teacher Educators; Teacher Attitudes; Team Teaching; Teaching Methods; Barriers; Special Education Teachers; Adjunct Faculty; College Faculty; Teachers; Trust (Psychology); Faculty Development
    • Subject Terms:
      California
    • ISSN:
      0737-5328
    • Abstract:
      This qualitative study is a follow-up to an initial large-scale case study on the implementation of a co-taught curriculum in one California teacher preparation program. In a continuation of the initial case study, this follow-up study examined faculty perceptions of the necessary course attributes, resources, and attitudes for a successful university-level co-teaching experience in a preservice teacher education program. Nineteen faculty interviews were analyzed and included in this study utilizing cultural-historical activity theory (CHAT) to understand individual faculty perceptions in the context of the larger activity system of co-teaching. Results indicate that faculty perceived necessary course attributes in a co-taught course to include equal representation of special education and general education faculty; increased use of constructivist pedagogical methods; use of team teaching, parallel teaching, and station-based co-teaching models; and partnerships based on openness, flexibility, trust, and willingness to compromise. Faculty perceived barriers to co-teaching success to be lack of both time and funding. Differing perceptions of co-teaching implementation existed between adjunct faculty and full faculty and between special education and general education faculty.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1328993