Co-Teaching: To what Extent does it Change Teachers' Perceived Efficacy in theInstruction of Students with Disabilities in a General Education Classroom?

Co-teaching;Collaboration;General and Special Education;Professional Development;Self-efficacy;Teacher Education;Education;College of Education, Health, and Human Services

Sepetys, PeggyBrunvand, Stein ;

University of Michigan

关键词: Co-teaching;    Collaboration;    General and Special Education;    Professional Development;    Self-efficacy;    Teacher Education;    Education;    College of Education, Health, and Human Services;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/102512/Sepetys%20Peggy%20-%20Ed.D.%20Dissertation.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This mixed method research investigates the extent of change in general and special education teachers’ perceived efficacy after co-teaching.The social cognitive theory of self-efficacy guides this study, which approaches teachers’ perceptions as an indicator of one’s ability to change or persist in behaviors, such as teaching.Using a quantitative and qualitative sequential design, this study uses survey methodology and small-scale follow-up interviews. The integrated findings illuminate the perceptions of teachers before and after co-teaching.The main conclusions are discussed with regard to existing literature on co-teaching.Overall, results indicate that there is an increase in teachers’ perception of their ability to instruct students with disabilities within the general education classroom after co-teaching.It appears that co-teaching may play a role in their ability to provide the appropriate instruction to students with disabilities in the general education classroom.In addition, this study concludes that although teachers perceive they are allotted more planning time as they co-teach, the lack of quality time may be negatively impacting the role of special educators in the co-taught classroom.This mixed method research investigates the extent of change in general and special education teachers’ perceived efficacy after co-teaching.The social cognitive theory of self-efficacy guides this study, which approaches teachers’ perceptions as an indicator of one’s ability to change or persist in behaviors, such as teaching.Using a quantitative and qualitative sequential design, this study uses survey methodology and small-scale follow-up interviews. The integrated findings illuminate the perceptions of teachers before and after co-teaching.The main conclusions are discussed with regard to existing literature on co-teaching.Overall, results indicate that there is an increase in teachers’ perception of their ability to instruct students with disabilities within the general education classroom after co-teaching.It appears that co-teaching may play a role in their ability to provide the appropriate instruction to students with disabilities in the general education classroom.In addition, this study concludes that although teachers perceive they are allotted more planning time as they co-teach, the lack of quality time may be negatively impacting the role of special educators in the co-taught classroom.