The problem addressed in this generic qualitative study is that special educators in a school district in the northeastern United States lack individual autonomy and support from their teaching partner and administration within the co-teaching environment, resulting in an inconsistent implementation of the co-teaching model (Chitiyo, 2017;…

The purpose of this qualitative phenomenology study was to explore the preparedness of K-5 general education teachers through their lived experiences of teaching and working alongside special education teachers in the inclusive classroom. Data were gathered from thirteen teachers across Louisiana who participated in a semi-structured interview…

This study explored the perceptions of general and special education teachers. The theoretical framework set the foundation for the literature review and provided insight to the proposed conceptual model called, The Trifecta. This non-experimental, quantitative, descriptive study used an online survey to learn to what extent elementary co-teachers…

Effective models of co-teaching enhance the quality of instruction in dynamic classrooms, contribute to increases in student achievement, and assist teachers in building their capacity to meet the diverse needs of students in today's classrooms. Additionally, co-teaching provides teachers with regular opportunities for collaboration, expertise…

It is imperative to understand how teachers are prepared for their role as co-teacher. The purpose of this study was to investigate how general education and special education teachers in one elementary school in Georgia are trained in the instructional practice of co-teaching and their perceptions on how prepared they feel to implement the…

This autoethnographic study reports on a team-teaching experience in a bilingual education class in Taiwan. For decades, governments in East Asia have promoted team teaching between a native English-speaking teacher (NEST) and a local teacher (LT) in English as a foreign language (EFL) classrooms. These programs are now expanding to include…

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional…

This non experimental quantitative study investigated the perceptions of general education and special education teachers towards co-teaching in three Title I school districts located in rural and suburban central Virginia. The researcher's intent was to ascertain resolutions to the following issues: 1) Does General education and special education…

This article examines collaboration in the context of how gifted education teachers co-plan and co-teach with general education teachers. Perspectives of the benefits and barriers to collaboration are explored from gifted education teachers, gifted education administration, and general education teachers in one school district in the Southeast…

The purpose of this qualitative study was to explore perceptions of teacher competency among cooperating teachers and teacher candidates using co-teaching models. The high stakes of standardized testing and teacher effectiveness have added to the demands of educators in the field and the knowledge and skills required of novice teacher candidates.…

Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university…

This study investigates collaborative attitudes and practices in mainstream Italian schools. Research questions are the following: what kind of teachers' and students' collaboration occurs in inclusive settings? To what extent did significant differences exist among general education teachers and support education teachers? To what extent did…

The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The…

In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in…

Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and their Families Interdisciplinary Graduate Certificate Program offers students a framework with which to work with families that emphasizes the deaf or hard of hearing child's strengths. An important aspect of this program is changing terminology regarding deafness, prompting…