In the United States, educators are tasked with responding to the increased needs of diverse K-12 students in mainstream classrooms through co-teaching roles that require collaborative partnerships. The purpose of this qualitative descriptive study was to understand how students in teacher preparation programs within the United States describe the…

This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a "pedagogical convergence." This pedagogical convergence is akin to the "conceptual convergence" that Roschelle…

The faculty at Massachusetts College of Pharmacy and Health Sciences (MCPHS) recognized the potential benefits for collaborative teaching and learning across disciplines. Research and development of an Interprofessional Case Learning Project (ICLP) laid the foundation for the creation and implementation of a problem-based learning course. This…

The intended outcome of this qualitative study was to provide valuable information that could improve pre-service teacher education programs and inclusion professional development programs, as well as help guide school-based administrators on how to better support co-teaching at the secondary level. In order to accomplish the outcome, the purpose…

Virtual teams are increasingly being utilized by organizations to connect employees across geographical boundaries and promote collaboration through communication technologies. The COVID-19 pandemic forced organizations to shift their employees to hybrid and remote settings. However, little is known about the use of virtual teams in educational…

To adequately prepare competent certified special education teachers, teacher preparation programs must incorporate early co-taught fieldwork experiences for preservice teachers to engage and acquire practical co-teaching and collaborative skill sets. As extant research has focused more on in-service teachers' co-teaching, existing studies on…

To adequately prepare competent certified special education teachers, teacher preparation programs must incorporate early co-taught fieldwork experiences for preservice teachers to engage and acquire practical co-teaching and collaborative skill sets. As extant research has focused more on in-service teachers' co-teaching, existing studies on…

This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The…

This volume examines teacher preparation programs that have successfully used a co-teaching model to improve the clinical experience for teacher candidates and to instill a disposition for equitable practice. Co-teaching in K-12 classrooms is a well-established practice, especially in inclusive settings, but it is far less common in teacher…

Purpose: Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 -- although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss…

Mathematical Knowledge for Teaching (MKT), the knowledge used by a teacher to teach mathematics, has often been examined as a cognitive construct in K-6 teachers, but little research exists examining MKT in the post-secondary teaching context. Schoenfeld (2020) extended the definition of knowledge and thus MKT to include tacit and explicit…

This self-reflective study investigated lecturers' perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers' personal experiences with collaborative co-teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education…

Interdisciplinary teaching by teams of diverse faculty is highly effective in providing students with intellectual tools for creating innovative solutions to 21st century problems. This article examines the effective practices for interdisciplinary teaching used by a five-membered, disciplinarily diverse faculty team with expertise in chemistry,…

This paper explores how two assistant professors who come from diverse paradigmatic, theoretical, and methodological perspectives collaborated for impact to co-teach in a literacy doctoral program. Initially, we grappled with naming and negotiating our differences individually and professionally across race, culture, theory, and methodology.…

The study adopted ex post facto research design; was conducted in Nigeria with a sample of 100 respondents, accidentally selected since the population was not finite. Questionnaire duly validated and reliability-tested generated data analyzed using simple linear regression. Result, F - 8.676 greater than critical F - 3.92 rejected null hypothesis,…