Preservice Teachers' Perceptions of Coteaching: A Qualitative Study
Document Type
Article
Publication Date
2010
Abstract
This study explored preservice teachers' perceptions about coteaching. Two classes of preservice teachers in special education and social studies were paired and asked to modify a lesson plan for students with disabilities. Qualitative data were collected and analyzed, and themes were extracted. Two findings emerged: First, preservice teachers were open minded about coteaching but had concerns about the process. Second, preservice teachers held a “separate spheres” framework about their respective fields. Conclusions suggest that teacher preparation programs must consider how the latent function of their organizations may circumvent their curricular attempts to socialize students into effective coteaching dispositions and practices. Implications for practice include developing content competence in all secondary teachers, providing opportunities to practice collaboration with other teachers and differentiating instruction, and building preservice teachers' awareness of the gap between discourse about schools and their own practices.
DOI
https://doi.org/10.1080/01626620.2010.10463539
Publication Information
Arndt, Katrina and Liles, Jeff (2010). "Preservice Teachers' Perceptions of Coteaching: A Qualitative Study." Action in Teacher Education 32.1, 15-25.
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