Special education and general education preservice teachers’ co-teaching experiences: a comparative synthesis of qualitative research

Abstract

Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed.

Keywords:

• collaboration
• co-teaching
• inclusion
• preservice teacher
• teacher preparation

Notes on Contributors

Mikyung Shin, Ph.D. is a Lecturer in the Department of Special Education at Ewha Womans University, Seoul, South Korea. Her research interests are mathematics instruction for students with learning disabilities, instructional technology, and teacher preparation programs in special education.

Hyunjoo Lee, Ph.D. is a Lecturer in the Department of Special Education at Ewha Womans University, Seoul, South Korea. Her research and pedagogy focus on transition education and services, postsecondary outcomes, and individuals with significant disabilities.

John William McKenna, Ph.D. is an Assistant Professor of Special Education at St. John's University, Queens NY. His research interests are evidence-based practices for students with emotional and behavioral disorders, teacher preparation, responsible inclusion, and single subject research design.