An Exploratory Study of Self-Efficacy, School Belongingness, and Co-Teaching Perspectives from Middle School Students and Teachers in a Mathematics Co-Taught Classroom

Autor/inn/en	King-Sears, Margaret E.; Strogilos, Vasilis
Titel	An Exploratory Study of Self-Efficacy, School Belongingness, and Co-Teaching Perspectives from Middle School Students and Teachers in a Mathematics Co-Taught Classroom
Quelle	In: International Journal of Inclusive Education, 24 (2020) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King-Sears, Margaret E.) ORCID (Strogilos, Vasilis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1453553
Schlagwörter	Team Teaching; Mathematics Instruction; Regular and Special Education Relationship; Students with Disabilities; Teacher Attitudes; Student Attitudes; Special Education Teachers; Teacher Role; Self Efficacy; Learner Engagement; Mastery Learning; Grade 6; Middle School Students; Middle School Teachers; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Teamteaching; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the "one-teach, one observe or drift" co-teaching model was used most frequently. Although students noted the general educator was the instructional lead, they also believed the special educator provided a valid and valuable role in providing help to all students. All students reported high levels of school belongingness and self-efficacy. Some results matched other researchers' findings that special educators are less frequently the lead teacher, yet our results indicated students appreciated the support received from both co-teachers. Students' reports may have been influenced by their co-teachers' mastery approach to instruction, which emphasised students' individual progress versus a competitive approach. Implications for researchers and co-teachers include examining how supportive co-teaching can be transformed to maximise instructional experiences for students, and how positive co-teacher relationships translate to students' sense of belonging and increased self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01