Co-teaching is defined as a general education teacher and special education teacher, who may or may not have the same area of expertise, jointly delivering instruction to a group of students with special needs in a special education classroom. The purpose of this qualitative case study was to examine the perceptions of general and special education teachers in regard to forming coteaching relationships in a school setting organized to serve special education students through coteaching models. Participants were purposefully sampled following the typical case sampling strategy and included two public schools. Of the two schools, there were five special education teachers and two general education teachers who participated in in-depth interviews based on open-ended questions from a predetermined interview guide. Analysis of transcripts from the interviews helped identify the findings for this study. Through the analysis of the transcripts the data revealed becoming a coteacher, communication, coplanning, continuity of teachers, and roles and responsibilities of coteachers were factors of forming a cohesive coteaching relationship.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4788 |
| Date | 01 December 2017 |
| Creators | Case, Matthew |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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