Campus Location
Abilene Campus
Date of Award
Spring 5-10-2024
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Amy Spiker
Second Advisor
Andrew Huddleston
Abstract
Co-teaching, where the clinical teacher and classroom teacher teach using different models, has become widely used in clinical teaching placements. This action research study, conducted in a second-grade classroom, had two purposes: to learn teachers’ and students’ perceptions towards co-teaching, and how different co-teaching models were used in different content areas. Through collecting surveys, interviewing students and the classroom teacher, and composing journal entries, qualitative data was analyzed to find common themes that emerged, while quantitative data from the surveys was calculated to find the mean and mode. The study found that co-teaching enriched the learning experience and provided more targeted instruction through parallel teaching in math and station teaching in reading and writing. Additionally, team teaching was favored by students and used in reading, math, and when modeling partner work. Overall, co-teaching influenced students’ learning positively; however, more research should be done to examine co-teaching in other school contexts.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Dale, Allison Nicole, "Co-Teaching in the Classroom: Students’, the Clinical Teacher’s, and the Classroom Teacher’s Perceptions" (2024). Masters of Education in Teaching and Learning. 71.
https://digitalcommons.acu.edu/metl/71
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Other Educational Administration and Supervision Commons