Studies in co-teaching: What We can learn from exemplary co-teaching dyads

ABSTRACT

The purpose of this study was to examine qualities and practices within the lived experiences of secondary co-teachers contributing to positive co-teaching experiences in special education inclusive secondary classrooms. This study also sought to understand the qualities and practices within the experiences of the co-teachers as well as the professional development experiences and supports identified as most impactful. Participants included six co-teaching pairs, for a total of 12 participants. Three dyads taught in various subjects at the middle school level, and three taught at the high school level. All participants taught in Southern California public schools. Due to the COVID-19 pandemic, participants did not need to currently be engaged in co-teaching but were required to have at least been co-teaching with one another the year prior to the pandemic (2019-2020 school year). Cultural Historical Activity Theory (CHAT) served as the theoretical framework for understanding the findings in this study. The participants were asked a series of open-ended questions using a semi-structured interview protocol. Participants interviewed with and without their co-teaching partner. The following themes emerged from an analysis of the interview data (a) Shared beliefs in the vision of co-teaching, (b) Flexibility as key to effective co-teaching, (c) Co-teachers' supportive relationships with one another centered around trust, (d) Support structures such as planning time during professional development, coaching, and ongoing support opportunities while co-teaching, and (e) Sharing of multiple tools to co-teach effectively. This study found that the relational dynamic between the co-teachers was a key element to their success. Participants discussed how their ability to be flexible in the relationship led to understandings of mutual respect and trust. These qualities fostered an organic division of labor among the teachers as well as informed student-centered instructional practices. Professional development that nourished the co-teachers' relationships with another along with coaching support, with embedded time to plan together and network with other co-teaching dyads, were viewed by participants as valuable experiences in their development. Other contributing factors leading to successful co-teaching included the sharing and adapting of web-based tools provided by district and site leadership. (PsycInfo Database Record (c) 2021 APA, all rights reserved)