The role of the student teacher in the co‐taught classroom

Abstract

With an increase in the number of inclusive classrooms, preservice teachers may find themselves student teaching in classrooms with cooperating teachers who are co‐teaching. A review of the recent research on inclusion yields minimal information relevant to the experiences of preservice teachers in co‐taught classrooms. What is the role of student teachers placed in inclusive classrooms for their student teaching experiences? How do they fit into the dyad? This qualitative study explored the experiences of special education and general education preservice student teachers as they encountered the changing roles of teachers in inclusive classrooms, with a focus on the impact on the role of the student teacher and the implications of this experience for teacher education programs. Data sources included observation notes, interviews with cooperating teachers, focus groups with student teachers, and open‐ended surveys. Themes that emerged from the data were related to support, planning, modeling, and awareness of the elements necessary for successful co‐teaching.