Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources.
Planning for effective co-teaching: The key to successful inclusion.
Co-teaching experiences: The benefits and problems that teachers and principals report over time.
Collaborative teaching goes beyond the simple physical factor of having two teachers in a single classroom.
In co-teaching neither professional is relegated to the position of paraprofessional, so instead two professionals much work share the responsibilities usually instructed to a single person. Co-teaching depends almost completely upon a collaborate relationship between the two teaching partners.
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources.
One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010).
Other collaborative teaching is tag-team and shared teaching, linked courses approach, and paired or connected courses that teach interdisciplinary materials.
With work and coordination, collaborative teaching is an effective strategy.
All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
Retrieved from Professional Development Collection database.