دورية أكاديمية
Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators
| العنوان: | Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators |
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| اللغة: | English |
| المؤلفون: | Cannaday, Jessica, Hennigan Bautista, Kathleen, Gomez Najarro, Joyce, Kula, Stacy, Guta, Angela |
| المصدر: | Teacher Education Quarterly. Fall 2021 48(4):7-27. |
| الإتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| مصطلحات جغرافية: | California |
| تدمد: | 0737-5328 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1328993 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0737-5328 |
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