Co-teaching Practices Research Articles

I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching

What is social justice-informed co-teaching? Why is it important? How can it enrich social justice pedagogy? While the answers to these questions may vary depending on context and perspective, they are nevertheless useful to address. Each of these questions will be discussed in this research paper. This auto-ethnographic narrative inquiry adds to the literature on social justice-informed co-teaching in an innovative way. It critically examines the purposeful endeavor of two professors who used social justice thinking to guide their co-teaching practice, and simultaneously used co-teaching to enrich their social justice pedagogy. At once, this paper is a lived experience, a story, and a research study. In deconstructing two narratives, the authors articulate specific ways in which co-teaching, as a practice, presents unique opportunities for social justice learning. Implications for research and practice in teacher education programs, teaching practices and field- experiences, and co-teachers themselves are shared in the closing segment of the paper.

Co-Teaching With Strategy Instruction

Despite the popularity of co-teaching and widespread professional literature describing exemplary co-teaching practices, this instructional approach has yet to realize its potential. One way to increase the effectiveness of co-teaching is for special educators to contribute meaningfully by assuming the role of strategy leader in the co-taught classroom. This article provides examples of how special educators can define their role in co-taught classrooms by contributing purposefully through evidence-based strategy instruction.

Co‐Teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections and RecommendationsAndreaHonigsfeld & Maria G.Dove, (Eds.). Charlotte, NC: Information Age Publishing, 2012.

Co‐Teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections and RecommendationsAndreaHonigsfeld & Maria G.Dove, (Eds.). Charlotte, NC: Information Age Publishing, 2012.

Emergence and outlook of competence-based education in European education systems: an overview

This contribution takes stock on the emergence of competence-based education in European Union (EU) countries. The article explains how economic constraints but also educational motives led educational policies and systems in the EU to shift to competence-based education. The related instructional frame and concepts are presented, as are the major EU-level initiatives. This article also highlights ways to be explored for further progress, especially in the fields of peer assessment, co-teaching and reflexive practice.

Exploring the Co-teaching Practice of Native and Non-native English Teachers in Korea

The purpose of this study was to explore the co-teaching experiences between native and non-native English teachers in the Korean elementary and...

A Study on Co-Teaching Definition and Practices in Inclusionof Early Children with Disability

A Study on Co-Teaching Definition and Practices in Inclusionof Early Children with Disability