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- Title
Co-Teaching in the University Setting: Promise and Practice in Teacher Education.
- Authors
Vermette, Paul J.; Jones, Karrie A.; Jones, Jennifer L.
- Abstract
Since the popularity of the inclusion model, the instructional method of co-teaching has become a steadfast part of the lexicon of education. Considered to be an effective inclusive education model (Gerber & Popp, 2000; Murawski & Swanson, 2001) decades of research have reported its benefits to both students and professionals (Dieker, 2001; King-Sears, 1995; Miller & Savage, 1995). Though one might infer that research on co-teaching has pervaded all facets of the P-20 education system, this assumption is largely unsupported and research of the benefits of co-teaching in higher education is limited. In seeking to provide a rationale, theoretical base and case study of co-teaching at the university setting, this piece examines the work co-teachers in a secondary methods course at a private New York university. This article provides a description of their model, details of their co-teaching structures as well as suggestions for others considering co-teaching in teacher education.
- Subjects
NEW York (State); TEACHING teams; TEACHER education; INSTRUCTIONAL systems; GROUP work in education; COLLEGE teachers; UNIVERSITIES &; colleges
- Publication
National Teacher Education Journal, 2010, Vol 3, Issue 3, p49
- ISSN
2157-0590
- Publication type
Article