For teachers and coaches, co-teaching can be exciting, rewarding, and full of powerful learning. It offers teachers supported experiences to apply new knowledge in their own contexts, exemplifying active engagement in job-embedded professional learning. Co-teaching requires the coach and teacher to make continuous, intentional decisions about how…

This study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals' couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co-teaching in the classroom, and evaluation (reflecting upon joint…

In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for…

Universities often struggle to translate theory of inclusive education into real life practices for pre-service teachers (PSTs). In this paper, we evaluate an innovative partnership between Australian secondary school teachers and university academics where they co-designed and co-taught an undergraduate inclusive education course. We used a…

This essay highlights a collaborative approach to teaching a university course on community-based research while working with a variety of community partners. As part of a broader research project, the course involved faculty from a range of disciplines as well as community sponsors from public and private sectors. Working with a complex array of…

This study explored the use of triads (a mentor teacher and two student teachers) in physical education. Wenger's (1998) communities of practice provided the theoretical framework for this study. We used the constant comparative method to code the interviews (n = 33) and field notes of the 11 triads and their university supervisors. Two global…

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive…

Over the years University of Virginia professor Carol Ann Tomlinson has had several opportunities to teach with colleagues. Most of her experiences, both in her public school teaching days and at the university, have been quite positive and have contributed to her growth as a teacher. In this article Tomlinson describes her first, longest, and…

Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for…

Currently, team supervision in doctoral studies is widely practised across Australian universities. The interpretation of 'team' is broad and there is evidence of experimentation with supervisory models. This paper elaborates upon a taxonomy of team modes and power forms based on a recent qualitative study across universities in a number of states…

Imagine getting on the tandem bike of co-teaching. You have a lot to decide. Who sits in the front and takes the lead? Who takes the backseat? The fact is, neither classroom teachers nor secondary content-area teachers have proven eager to give up leading their lesson when they have a co-teacher present, whether to support ELLs or students with…

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace…

Given what we know about new teacher attrition--most teachers leave within their first five years in the field--specialized support during early years of teaching is critical. But should this support look different across different contexts and grade bands? What does supportive teacher education and induction look like for middle level educators…

A key capacity for engagement in the emerging field of ecohealth is the ability to work collaboratively. Between 2008 and 2010, the Canadian Community of Practice in Ecosystem Approaches to Health collectively designed and delivered three foundational, intensive, field courses. This paper presents findings derived from both quantitative and…

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…