Teachers Perspectives on Inclusion and Co-Teaching
Primary Faculty Mentor’s Name
Meca Williams-Johnson
Proposal Track
Student
Session Format
Paper Presentation
Abstract
Currently pre-service teachers are receiving instruction to prepare them for teaching in the inclusion classroom. However, herein lies the problem: because education is constantly adapting and evolving to best meet the needs of the students, teacher education is vastly different for pre-service teachers than it was for in-service teachers. This leads to many differing opinions on what exactly “best practices in education” look like. With inclusion programs becoming more and more prominent across the United States, pre-service teachers are given the expectation of walking into this environment. For in-service teachers, many of whom have had their own classrooms for years for 3 years are more, the idea of co-teaching or working to educate students that “fall under somebody else’s umbrella”, can be less than welcomed.
The purpose of this research is to describe the differences in perspectives of pre-service and in-service teachers regarding inclusion classrooms. This study will examine how pre-service and in-service describe working co-teaching and their experiences in teaching in an inclusion classroom.
This research study seeks to inform pre-services teachers on the co-teaching relationship and the inclusion environment to further prepare them for the 21st century classroom. Additionally this research is significant to schools and teachers in terms of cultivating relationships between teachers and students through the co-teaching experience and inclusion.
- What are the perceptions of inservice teachers and their ability to teach in an inclusion classroom?
- What are the perceptions of inservice teachers on co-teaching?
- What are the perceptions of pre-service teachers and their ability to teach in an inclusion classroom?
- What are the perceptions of pre-service teachers on coteaching?
- What differences in perception exist between pre-service and inservice teachers on co-teaching and inclusion.
Keywords
Inclusion, Teacher development
Location
Room 2903
Presentation Year
2014
Start Date
11-15-2014 11:05 AM
End Date
11-15-2014 12:05 PM
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Davis, Jessica, "Teachers Perspectives on Inclusion and Co-Teaching" (2014). Georgia Undergraduate Research Conference (2014-2015). 64.
https://digitalcommons.georgiasouthern.edu/gurc/2014/2014/64
Teachers Perspectives on Inclusion and Co-Teaching
Room 2903
Currently pre-service teachers are receiving instruction to prepare them for teaching in the inclusion classroom. However, herein lies the problem: because education is constantly adapting and evolving to best meet the needs of the students, teacher education is vastly different for pre-service teachers than it was for in-service teachers. This leads to many differing opinions on what exactly “best practices in education” look like. With inclusion programs becoming more and more prominent across the United States, pre-service teachers are given the expectation of walking into this environment. For in-service teachers, many of whom have had their own classrooms for years for 3 years are more, the idea of co-teaching or working to educate students that “fall under somebody else’s umbrella”, can be less than welcomed.
The purpose of this research is to describe the differences in perspectives of pre-service and in-service teachers regarding inclusion classrooms. This study will examine how pre-service and in-service describe working co-teaching and their experiences in teaching in an inclusion classroom.
This research study seeks to inform pre-services teachers on the co-teaching relationship and the inclusion environment to further prepare them for the 21st century classroom. Additionally this research is significant to schools and teachers in terms of cultivating relationships between teachers and students through the co-teaching experience and inclusion.
- What are the perceptions of inservice teachers and their ability to teach in an inclusion classroom?
- What are the perceptions of inservice teachers on co-teaching?
- What are the perceptions of pre-service teachers and their ability to teach in an inclusion classroom?
- What are the perceptions of pre-service teachers on coteaching?
- What differences in perception exist between pre-service and inservice teachers on co-teaching and inclusion.
