Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Problems exist, however, in communication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for assisting novices in the development of knowledge about teaching and learning (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators. / Ed. D.

The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n=36, 59%; special education teachers: n=25, 41%) in the state of Kentucky completed the Professional Development for Co-teaching Survey for Teachers (PDCST). Survey data demonstrated mean ratings for 14 content-related items ranging from 5.57 to 7.31 indicating teachers generally perceived all were important to their professional development. The items identified as the most critical content were: co-teaching strategies that allow both co-teachers to play active instructional roles, strategies for sharing roles and responsibilities among co-teachers, strategies for building and sustaining co-teaching partnerships, and co-teaching formats. Teachers also identified content area training and planning for co-teaching in open ended queries. Second, co-teachers prioritized content, formats, and follow-up activities for professional development. Top content priorities included strategies for building and sustaining co-teaching partnerships, co-teaching formats, and strategies for sharing roles and responsibilities. Participants identified single day workshops, multiple day workshops, and professional learning communities as their top professional development formats. Top follow-up activities were observing experienced co-teachers, additional professional development, and mentoring from an experienced co-teacher or co-teaching team. Co-teachers validated suggestions on professional development for co-teaching. The items with the highest validation included: train co-teachers prior to co-teaching, train co-teachers with their co-teaching partners, and provide three to five days of preparation for co-teachers. Additionally, the following suggestions were made: include planning time during and after training, provide opportunities for practice and feedback during and after training, and provide opportunities for teachers to observe model co-teaching teams. Lastly, nearly half the co-teachers (n=28, 46.7%) reported receiving no professional development for co-teaching. Sixteen teachers (26.2%) reported between one to six hours of training, while seven (11.5%) reported having between seven to 12 hours. The results may be used to guide professional developers and teacher educators in preparing future and current co-teachers. Additionally, recommendations for training, policy, and future research are provided.

Submitted by Amanda Garcia Bachiega Paiva (paivaga@bol.com.br) on 2018-07-22T20:35:51Z No. of bitstreams: 1 Dissertacao Amanda Garcia Bachiega Repositório.pdf: 3780665 bytes, checksum: ff6a8d19166646a9072883e1905eb107 (MD5) / Rejected by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 1) Divergência do nome da autora: - Na página de rosto da dissertação: AMANDA GARCIA BACHIEGA PAIVA - No Repositório: Bachiega, Amanda Garcia Qual é o correto? Agradecemos a compreensão. on 2018-07-23T12:34:18Z (GMT) / Submitted by Amanda Garcia Bachiega Paiva (paivaga@bol.com.br) on 2018-07-23T20:19:34Z No. of bitstreams: 1 Dissertacao Amanda G Bachiega Repositório.pdf: 3847081 bytes, checksum: c770c2c32744eee7913bcab7698f428f (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-07-24T12:15:35Z (GMT) No. of bitstreams: 1 bachiega_ag_me_bauru.pdf: 3847081 bytes, checksum: c770c2c32744eee7913bcab7698f428f (MD5) / Made available in DSpace on 2018-07-24T12:15:35Z (GMT). No. of bitstreams: 1 bachiega_ag_me_bauru.pdf: 3847081 bytes, checksum: c770c2c32744eee7913bcab7698f428f (MD5) Previous issue date: 2018-02-23 / No contexto educacional brasileiro as políticas públicas têm buscado direcionar a escola no sentido de torná-la inclusiva. Embora essas políticas ainda tenham um longo caminho a percorrer para garantir o acesso à educação à totalidade da população, o cenário educacional já vêm apresentando turmas muito mais heterogêneas. Nessa perspectiva, surge a questão de pesquisa: como o professor pode atender à diversidade de sua sala de aula e possibilitar a aprendizagem dos seus alunos considerando suas diferenças? A hipótese é que a mudança na perspectiva metodológica substitua práticas excludentes por uma que permita a participação dos alunos com Deficiência Intelectual (DI) e, traga avanços não apenas em seu rendimento escolar, mas no rendimento de todos os alunos. Dessa forma, o objetivo geral foi analisar o uso de adequações curriculares na aprendizagem de matemática dos alunos com deficiência intelectual, a partir dos resultados da avaliação externa a Avaliação da Aprendizagem em Processo, nas turmas de 6º à 9º ano do ensino fundamental. Enquanto que os objetivos específicos foram: verificar se com o uso de Adequação Curricular haveria avanços na aprendizagem dos alunos com DI; a partir da experiência realizada elaborar um material didático pedagógico para o professor de Educação Básica contendo orientações e direcionamentos sobre o uso da aprendizagem cooperativa. Essa metodologia é um conjunto de técnicas para organizar o trabalho, que tem se mostrado eficaz na diversidade da sala de aula. Assim após a intervenção, foi possível constatar por meio da coleta de dados, que apesar dos avanços obtidos não só no desempenho acadêmico dos alunos com deficiência intelectual, mas também os demais alunos da sala foram beneficiados com a metodologia aplicada, contatou-se a necessidade de Adequação Curricular para o êxito do aluno com DI e as dificuldades enfrentadas pelos professores dadas as lacunas na sua formação inicial e continuada. Consideramos, portanto, a necessidade de apontar através de um site exemplos de adequações curriculares para que possa ser de fácil acesso aos professores beneficiando a aprendizagem do ensino de matemática aos alunos com DI. / In the Brazilian educational context public policies have sought to direct the school in the sense of making it inclusive. Although these policies still have a long way to go to guarantee access to education for the entire population, the educational scenario has been presenting classes that are much more heterogeneous. From this perspective, the research question arises: how can the teacher attend to the diversity of his classroom and enable the learning of his students considering their differences? The hypothesis is that the change in the methodological perspective should replace practices that are exclusive to one that allows the participation of students with Intellectual Disability (DI) and bring advances not only in their academic performance but in the income of all students. Thus, the general objective was to analyze the use of curricular adaptations in the mathematics learning of students with intellectual disabilities, based on the results of the external evaluation of the Assessment of Process Learning in the 6º to 9º grade elementary school classes. While the specific objectives were: to verify if with the use of Curricular Adequacy there would be advances in the learning of students with ID; from the experience carried out elaborate a pedagogical didactic material for the teacher of Basic Education containing orientations and directions on the use of cooperative learning. This methodology is a set of techniques to organize the work, which has proved effective in the diversity of the classroom. Thus, after the intervention, it was possible to verify through data collection that despite the advances obtained not only in the academic performance of students with intellectual disabilities, but also the other students in the room benefited from the applied methodology, the need was of Curricular Adequacy for the success of the student with ID and the difficulties faced by the teachers given the gaps in their initial and continued formation. We consider, therefore, the need to point out through a website examples of curricular adaptations so that it can be easily accessible to teachers benefiting the teaching of mathematics teaching to students with ID.

Recent calls for reform in teacher education have included improving the clinical experience of preservice teachers (Boyer, 1983; The Holmes Group, 1986). Research on student teaching indicates that the role of the cooperating teacher is of critical importance to the clinical experience (Tabachnick, 1980; Haberaan, 1978). Problems exist, however, in communication gaps between higher education and the public schools (O'Shea, 1984); in the selection of cooperating teachers (Griffin, 1981); and in their preparation for assisting novices in the development of knowledge about teaching and learning (Griffin, 1983; Kleinsasser, 1988). Early clinical supervision models (Cogan, 1973); Goldhammer, 1969) have been presented through top-down approaches. Literature on teachers as a cultural group (Lortie, 1975) provides some insight into why such approaches have not been successful and why cooperating teachers have not come to see themselves as teacher educators. / Ed. D.

The diploma thesis deals with the topic of application of the model of cooperative teaching in the environment of small schools. The main goal of the diploma thesis is to point out the specifics of small schools in connection with the application of the principles of cooperative teaching. The theoretical part deals with the explanation of basic concepts related to small schools and points out the basic aspects related to the concept of small schools in the Czech Republic, describes the specific qualities of education in small schools while focusing on cooperative teaching and the specifics of cooperative teaching in small schools. Both available monographs and researches that have already been carried out in this area are used. The aim of the empirical part is to identify and describe the application of cooperative teaching in small-class primary schools in the Central Bohemian Region with the help of a questionnaire survey and a case study. Although cooperation can be used in fully organized schools, the author focused mainly on the possibilities of its application in the environment of small schools, which is in many respects specific and she considers it a suitable environment for the application of cooperative teaching. She believes that it is in small schools that the cooperative way of...

This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education teachers described coteaching inclusion classes, and how they demonstrated effectiveness of cotaught classes. Qualitative data consisted of personal interviews with and classroom observations of 10 general education teachers, as well as lesson plans received from 2 of the participants. The typological analysis revealed that general education teachers perceived a need for training regarding coteaching, increased use of coteaching models in the classroom, development of coteaching partnerships, and administrative support. Based on the results of this study, a coteaching professional development was created that focuses on coteaching methods, strategies, and models for general education teachers involved in coteaching. The recommended professional development may contribute to positive social change by improving teachers' coteaching performance and increasing teachers' efficacy to impact the academic environment of students in cotaught inclusion classes.

HAVLÍKOVÁ, Andrea. Cooperation and engagement of pupils in centres of activities in the Step by Step program. [Diploma Thesis]. Charles University in Prague. Prague : 2019. 107 pages. The aim of the thesis was to theoretically elaborate and practically solve the problems of cooperation and involvement of pupils in the centres of activities within the Step by Step program. Several methods were used to process this thesis. In the theoretical part, an overview of relevant information related to the topic was carried out on the basis of a search and by using a description method. The practical part was based on action research, which was carried out in the class of the author. The research was carried out as an unstructured observation and experiment, the outcomes were in the form of reflections. Based on reflections the centres of activities in the monitored class were improved, especially in the area of pupils' involvement and cooperation. Improved centres of activities based on the reflection of the original centres of activities have certainly led to improvements in the involvement and cooperation of pupils in the studied classroom. Guidelines for improvement were drawn both from theoretical knowledge and from the author's own practical experience. KEY WORDS Step by step, centres of activities,...

Main scope of the present diploma thesis is co-operative and group teaching with the emphasis on teaching in the elementary schools. The theoretical part offers an overview of the organizational forms of teaching, defines the concepts of group and co-operative teaching, and presents the basic insight into group and co-operative teaching. The practical part is an action reasearch. The main objective of this part is to verify efficiency of the theoretical procedures and methods of group and co-operative teaching when self-prepared or adopted materials are used in practice. This part also provides a didactical material verified in practice. Furthermore, it concentrates on advantages and disadvantages of co-operative teaching, observes the progress of groups of pupils and that of individual pupils, differences in thinking during co-operative and frontal teaching, relation between co-operative, problematic and explorational approach to teaching. KEYWORDS Co-operative teaching, group teaching, teamwork, team, pupil, efficiency, communication, assessment

The aim of this thesis is to describe and explain the factors which affect formation and development of pupils' competence to cooperate across all grades of lower primary school. The thesis is divided into two parts. The theoretical part describes various factors which affect pupils' competence to cooperate - on the side of pupil and teacher. The practical part contains the results of research that explains how teacher builds and develops the pupil's competence to cooperate in each grade of lower primary school, which style of teaching supports development of this competence and also how is this competence affected by pupils' developmental prerequisites. This thesis contributes to creation of comprehensive knowledge about the development and building pupils' competence to cooperate and it is supported by examples from pedagogical practise. Keywords - pupils' competence to cooperate, developmental prerequisites for cooperation, teaching style, cooperative teaching strategies, group work

The diploma thesis deals with the issue of pair teaching between teachers. The main goal is to map the advantages and disadvantages of this teaching. It focuses on the broader specifics of pair teaching, which it then compares in the environment of primary and university. The work is divided into theoretical and practical part. In the introductory chapters of the first part, the issue is viewed from a theoretical point of view, i.e. they describe the model of pair teaching. The theoretical part further defines its basic key principles, especially under what conditions it works and what benefits for pupils, students and teachers brings. It focuses on the prerequisites for proper functioning, cooperative teaching and deals with possible models of cooperation between two teachers. The work also mentions the influence of pair teaching on the quality of professional development of future teachers. The practical part is designed as a qualitative research. This survey is conducted using a structured interview with primary and university teachers who teach in tandem. The obtained necessary data are analyzed by the method of so-called open coding, which will help us answer research questions leading to the achievement of the main goal of this work. The practical part therefore maps the possibilities and...