Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Derek Schroll

Abstract

AbstractA critical part of teacher education programs is preparing educators for their careers, including assuring that coteaching is performed in an effective manner, particularly in inclusive classrooms. The purpose of this exploratory case study was to gain an understanding of the preparation teachers received for coteaching. The conceptual framework was social learning and communities of practice developed by Lave and Wenger. Four local school districts in the southwest region of a centrally located state participated in the study. Data collection included interviews with 4 school principals, 4 teachers, and 4 special education directors. The data were analyzed utilizing Hatch’s topological analysis to reveal themes that addressed the research questions. Research questions involved identifying methods to improve coteaching through training, providing opportunities for participant involvement, developing effective techniques, and developing an improved understanding of teacher’s perceptions regarding coteacher training. Key findings included participants’ reports of little training in coteaching prior to being assigned a coteaching position, few college courses in coteaching offered during teacher education training, and few role models for coteaching among instructors. They also perceived a need to continue training with follow-up and review on a regular basis and for provision of administrator training on how to evaluate coteachers. These findings perhaps revealed a lack of understanding of skills needed to be successful in coteaching by institutions responsible for teacher education. Implications for positive social change include better preparing teachers to enter the coteaching classroom and enhancing learning for students through creating collaborative communities of practice among coteachers, administration and higher education faculty at the district level.

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