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Research on the use of digital games suggests they can enhance students’ learning; however, teachers often play an important role in mediating gameplay and a game’s educational goals. The purpose of the study was to investigate implementation approaches of nine biology teachers using an immersive digital game in their science classes, focusing on factors that contributed to their ability to instruct with the game, and how their enactment of the game influenced the class experience. Analysis of teacher data, which included daily feedback and pre- and post-implementation surveys, multiple classroom observations, teaching artifacts, and an extended interview, identified a range of individual instructional decisions as well as similarities and differences across the cohort. Most notably, a pattern of instructional orchestration emerged, resembling co-teaching—a reciprocal and supportive “relationship” between the teacher and the game. The game informed teachers’ thinking about their genetics curriculum and enhanced their instructional practice, while teachers leveraged digital tools to shape students’ gameplay and to improve on what the game offered. Key descriptive findings are discussed, identifying digital game features that may improve teacher instruction with games in classrooms.

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

Collaborative teaching between one native English speaking (NES) teacher and one non-native English speaking (NNS) teacher has been found to be more effective than traditional ways of lecturing in improving students' language competence, yet its superiority in cultivating students’ intercultural competence has rarely been considered, let alone confirmed. To address this gap, this study tracks a 12 weeks’ course co-taught by an NES teacher and a local Chinese teacher (NNS) at a university in China. Based on the initiation-response-follow-up (IRF) analytical framework and after triangulating three data resources (class recordings, class observations, interview with students), it found that overall co-teaching generated extended IRF sequences with diverse speech functions. In particular, the NES and NNS adopted distinctive yet complementary roles in IRF sequences, with the NES eliciting and contributing culture evidence and the NNS developing and explaining students’ argument in culture comparison. This study suggests that intercultural co-teaching can help students progress from passive, culture-textbook-based learning to authentic, communication-process-oriented learning.

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers’ workload in inclusive settings and benefit both teachers and students. publishedVersion

Students need to be skilled writers to get involved in a literate society. Providing learners with effective andappropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may beco-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners’ ability to write.The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneouslyduring the teaching writing process in the same class with the experimental group. The participants of the controlgroup were taught traditionally by a single teacher during all class sessions. According to the data analyses aftercomparing the two groups, co-teachers have been more successful in improving the overall writing ability of thetreatment group. The underlying rationale is one in which teaching a class with two teachers may first add to thevariety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to betterteaching practice and also doubling the class time by increasing teacher-student interaction time.© 2020 JLLS and the Authors - Published by JLLS.

This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. F...

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we...

Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resemble...

In order to improve instruction, teachers need to make sense of and evaluate the critical events that have the potential to strengthen the understanding of students’ mathematical thinking. Mathemat...

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.

The purpose of this paper is to investigate pre-service English teachers’ attitudes to co-teaching as a professional development tool and a collaboration method. Two instructors co-taught an undergraduate English Language Teaching Methodology course to gain experience and to model this method for pre-service English teachers. 60 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for one semester. Research instruments used in the study are students’ reflective journals, focus groups discussions, and a survey. The students wrote regular entries in reflective journals after each session, participated in focus groups discussions, and filled out a survey at the end of the semester. It was hypothesised that co-teaching would engage learners and enhance their learning, help pre-service teachers to develop professionally, and serve as a model of effective instructional technique for their future teaching assignment. Results indicate the effectiveness of co teaching in achieving these tasks. We also conclude that co-teaching in pre-service teacher education is an invaluable tool in developing teachers’ and students’ reflective skills and collaborative practices. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.

Video Grand Rounds (VGR) were used at a rural university to prepare special education teacher candidates. Using the VGR structure, teacher candidates were taught to understand, observe, and articulate observations of classroom instruction through the use of authentic classroom videos created locally by K-12 rural special and general educators. The videos include teachers working with learners with disabilities and implementing instruction aligned with the general and adapted curriculum standards. In this paper, we report the effects of VGR on teacher candidates’ development of observation skills in an early experience course in this mixed methods study and share the design and development of templates for implementing this model.

The purpose of this study was to explore the perspectives of general and special education teachers regarding the barriers to the successful implementation of co-teaching in inclusive classrooms at...

This study aimed to give insights of in-service teachers’ experiences of nature of science (NOS) learning and NOS teaching through a co-teaching professional learning context. For this purpose, the co-teachers were encouraged to share and discuss ideas and to improve NOS teaching through reflection and collaborative interaction in the context of a Saturday science teaching program. The program provided students in Grades K–2 with hands-on activities covering various science topics over 5 weekly 2.5-h sessions. One co-teacher was an experienced university teacher; the other was an experienced primary teacher without NOS teaching experience. Data were collected by use of pre- and post-instruction of the Views of Nature of Science questionnaire, follow-up interviews, written artifacts, and videotaped teaching sessions. Results showed that co-teaching contributed to the teacher’s NOS learning as well as NOS teaching. The teacher recognized subjective, creative, empirical, and sociocultural NOS; she started to use NOS vocabulary more comfortably and developed teaching strategies and examples for sociocultural NOS. © 2020, Ministry of Science and Technology, Taiwan.

This column explores the value of eliciting perspectives from students with and without disabilities about their experiences in co-taught settings. Research focused on co-teaching and eliciting feedback from co-taught students is identified. Interviews, surveys, and exit slips are described as ways co-teachers can acquire feedback from students, which can also promote students’ reflective skills. Attention is given to the important link between co-teachers acquiring and using students’ feedback to enact meaningful changes in co-taught instruction.

One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this article, opportunities to respond and contingent support are described as two research-based practices that can be implemented by co-teachers in the support role.

Previous studies on co-teaching have reported how a native English-speaking (NES) teacher and a non-native English-speaking (NNS) teacher jointly instruct students in their English language classes, yet little is known about their speech behaviour in teaching interpreting as a cross-language, cross-culture task. To bridge the gap, the study recorded the process of co-teaching by one NNS and one NES in a ten-week Chinese–English interpretation course. Using the initiation-response-follow-up talk analysis as its framework, it found that each teacher alternatively prompted and evaluated students in their class talk, with the NES treating and suggesting students’ English use and the NNS demonstrating and diagnosing students’ translation pitfalls. Interviews with the teachers and students revealed that both teachers served as quality inspectors and cultural advisors with complementary perspectives and knowledge. However, a negative side of co-teaching was that the increased teacher–teacher interactions could stifle students’ active thinking, turning them into a kind of passive talk-show listeners waiting to be entertained. Based on those findings, the paper suggested some revised interaction patterns for co-teaching.

This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.

This qualitative case study explores the essential components, possibilities, and challenges of co-teaching and collaboration encountered during 4 years of collaboration between an English as a New Language (ENL) teacher and three primary school teachers, drawing on Hargreaves’ collaborative professionalism. The data, which include interviews, reflection journals, and classroom observation, were analyzed by employing constant comparative method. Findings suggest that co-teaching was most effectively established through frequent communication within a trusting relationship, flexible forms of collaboration and co-teaching in response to individual student’s diverse needs, congruence between language and content, and an ENL teacher’s professional capital. Co-teaching was found to be beneficial for teachers, students, and parents in terms of mutual learning, equitable evaluations, provision of diverse learning experiences and perspectives, social and emotional support, and positive academic outcomes for English language learners (ELLs). Challenges included incongruence of teaching styles, division of behavior management, and time constraints. This study has implications for ELL pedagogy and teacher education.

This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and what is happening in the pull-out placement. This quantitative study included observations of 20 co-taught classes during 400 minutes of classroom instruction to measure fidelity to the district’s co-teaching model. This article details the extent to which teachers utilized specific co-teaching strategies. It also reports on the quantity of teacher-student interactions in general and relative to ELs and non-ELs. Observations revealed that EL students worked primarily with the language specialist, and most of those interactions took place in the context of individualized support. Implications regarding equity and opportunity to learn academic content for both EL and non-EL students are discussed.

As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.

Co-teaching provides the opportunity for two licensed professionals to share their expertise and differentiate instruction for a wide range of learners in a general education class. The aut...

The purpose of this study is to investigate effectiveness of one teach one observe model, one of co-teaching approaches, on planning of teaching, implementation and evaluation skills of inclusive classroom teachers. Three teachers who are experienced at least for five years, work in primary schools in Ankara, Turkey participated in the study conducted using Between-Subjects Multiple Surveys Design, one of the single-subject experimental designs. The data were recorded by determining the number of effective teaching behaviors of subjects and marking related scoring part on the Checklist for Effective Teaching Skills, analyzed visually and shown as graphics. It’s been indicated that One teach one observe model’s effective in improving effective teaching skills of inclusive classroom teachers, and the subjects maintain post-teaching learning outcomes related to planning of the teaching, implementation, and evaluation for the Turkish class 3 weeks and 10 days after the study was completed. It’s been observed that the co-teaching approach contributes to inclusive classroom teachers for making educational regulations, preparing lesson plans using different methods and techniques.

This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students’ English proficiency in China, and then explores the students’ perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

Acquiring feedback from students with and without disabilities about their experiences in co‐taught settings can provide valuable information to co‐teachers. In this article, informal surveys, interviews, and illustrations, derived from research, are described for co‐teachers to acquire feedback from students. Examples of queries and response formats are provided. Emphasis is also on co‐teachers using students' feedback to maintain effective practices and make instructional refinements. [ABSTRACT FROM AUTHOR]

This exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabi...

The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.

As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across ele...

A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. The purpose of this qualitative case study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and selfassessment of using differentiated instruction in classrooms in three elementary schools in one Appalachian state. The two research questions that guided this study asked how third- and fourth-grade teachers used differentiation to support all students and what perceived opportunities and struggles these teachers believed affected their ability to implement this strategy. Nine out of the 14 third- and fourth-grade inclusive teachers who volunteered were asked to participate in semistructured phone interviews and lesson plan analysis. Data were hand coded and analyzed using a spreadsheet to look for reoccurring categories and themes. Six themes emerged within the collected qualitative data to include ability grouping, technology, planning for differentiated instruction, professional supports, lack of training, and instructional support. With the findings, specific professional development was created to help the teacher more consistently use differentiation in the classroom. This study has positive social change implications because it might lead to a stronger administrator and teacher understanding of the perceived uses of differentiation as well as the perceived opportunities and struggles to fully implement the strategy.