Article Title
Abstract
Co-teaching is an instructional strategy wherein two teachers, a general education teacher and a special education teacher, share instructional responsibilities in a general education class that includes students with disabilities (SWDs) (Friend, 2010). An important component of co-teaching is the relationship between the teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on factors influencing the relationship. This study investigated if teaching experience affects co-teachers’ perception of teamwork. Participants included special and general education co-teachers from eight public school districts in New York City. Co-teachers from grades K-12 completed the Tuckman Team Maturity Questionnaire (TTMQ). Results imply a need for two to three years together to see greater teamwork in co-teaching partnerships, and a need to support teachers in relationship building to increase enjoyment of co-teaching. Further research on co-teaching relationships are required to determine why many co-teachers dislike co-teaching and why teamwork appeared to lessen among middle and high school teachers.
Recommended Citation
Samuel, Asher
(2020)
"Improving Co-Teachers Relationships,"
Journal of Vincentian Social Action: Vol. 5:
Iss.
2, Article 6.
Available at:
https://scholar.stjohns.edu/jovsa/vol5/iss2/6
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