Co-Teaching: Creating differences in teachers professional identities
Primary Faculty Mentor’s Name
Meca Williams-Johnson
Proposal Track
Student
Session Format
Paper Presentation
Abstract
There are many co-teaching strategies in which teachers play different roles. In some strategies one teacher is leading and the other teacher observes or assists, in other strategies the teachers have similar roles and work with different groups of students. There is team teaching, parallel teaching, and alternative/ differentiated teaching.
This research explores how co-teaching effects general education and special education teachers view their role in a classroom. Professional identity is for the purpose of this research is defined as the way a teachers identifies his or her role or position in the classroom. In this study researchers will determine not only the view of general education and special education on their professional identities but the rationale behind those views.
Researchers will use qualitative research design for this study. Researchers are in the data collecting stages of the experiment, but are hopeful that by examining shifts, if any, in professional identity as a result of co-teaching experiences; outcomes will yield information that will be useful for developing experiences for pre-service teachers. Researchers are also looking for the impact that teachers professional identities have in the field.
Keywords
identity development, co-teaching, special education, inclusion
Location
Room 1909
Presentation Year
2015
Start Date
11-7-2015 1:00 PM
End Date
11-7-2015 2:00 PM
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Davis, Jessica, "Co-Teaching: Creating differences in teachers professional identities" (2015). Georgia Undergraduate Research Conference (2014-2015). 47.
https://digitalcommons.georgiasouthern.edu/gurc/2015/2015/47
Co-Teaching: Creating differences in teachers professional identities
Room 1909
There are many co-teaching strategies in which teachers play different roles. In some strategies one teacher is leading and the other teacher observes or assists, in other strategies the teachers have similar roles and work with different groups of students. There is team teaching, parallel teaching, and alternative/ differentiated teaching.
This research explores how co-teaching effects general education and special education teachers view their role in a classroom. Professional identity is for the purpose of this research is defined as the way a teachers identifies his or her role or position in the classroom. In this study researchers will determine not only the view of general education and special education on their professional identities but the rationale behind those views.
Researchers will use qualitative research design for this study. Researchers are in the data collecting stages of the experiment, but are hopeful that by examining shifts, if any, in professional identity as a result of co-teaching experiences; outcomes will yield information that will be useful for developing experiences for pre-service teachers. Researchers are also looking for the impact that teachers professional identities have in the field.
