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…

Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a…

The authors reflect on their experiences of co-teaching mathematics courses for teachers and how their ability to be successful connects to a critical friendship that developed over time. They also discuss how critical friendship and co-teaching supports their development as teacher educators. [For the complete volume, "Cross-Disciplinary,…

This study examined the factors shaping co-teaching within a Finnish primary school's community. The qualitative study was conducted by teacher and principal interviews and teacher surveys. Thematic content analysis revealed five factors establishing the co-teaching practices: providing collegial support, team building, continuous professional…

The wide range of learning needs in elementary and secondary general education classrooms presents both a challenge and an opportunity for general and special education teachers. It is critical for teacher self-efficacy and student success that teachers believe they are equipped with the knowledge and instructional strategies to plan and implement…

Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three…

The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were…

In a mixed methods design, this study examines prospective teachers' beliefs on co-teaching of general teachers and special education teachers. The quantitative approach comprises the development of a questionnaire regarding beliefs on teachers' roles and benefits of co-teaching in inclusive classes. The model fit and group mean differences of the…

This article is based on a teacher's journey over the years with her mentor. She highlights her personal and professional relationship through anecdotes and conversations. The article focuses on the year she cotaught with Vivian Gussin Paley and shares her experiences in the classroom and the lessons she learned during that year. The article…

Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and…

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their…

This qualitative case study explored the methods of how one Mid-Atlantic suburban school district implemented the inclusive practice of co-teaching at the secondary level to examine its effectiveness. Two high schools were evaluated through interviews with co-teachers who implemented this inclusive practice and administrators who supervised and…

Two brains are better than one, as the saying goes, and this is especially true in education. Educators who employ effective collaboration and co-teaching greatly amplify student engagement, achievement, and growth, particularly for those learners needing extra support. Written by two of the nation's top experts in co-teaching, "Connecting…

The present study examined the professional identity development of five student-teachers in the context of team-teaching. Data were collected from stimulated recall sessions, semi-structured interviews, and reflective reports, which were analyzed through thematic analysis. Findings indicate that the student-teachers' professional identity was…

There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally…