Abstract
ABSTRACT A form of co‐teaching was utilized as one mode of intervention in a project to improve mathematics instruction in 6 secondary schools in Israeli development towns. This approach was employed with teachers either relatively new to teaching Grades 10‐12 or lacking experience applying updated instructional materials. Three somewhat different patterns of co‐teaching emerged which facilitated coordination, cooperation, and communication between regular classroom teachers and co‐teaching consultants. Reactions of pupils, teachers, and consultants suggest that, on the whole, this was a viable approach to staff development through which instructional strategies can be demonstrated to teachers and their involvement in reflection and planned instruction increased.
Published Version
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