The impact of co-teaching on belief and practice: One teacher’s reflections
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Co-teaching strategies have produced teaching and learning benefits for students with disabilities in North American schools. Little is known about the effectiveness of these strategies in Australian educational contexts. In 2005, special and general educators collaborated to plan and teach a unit of work as part of an action research project involving three Queensland primary schools. A special education teacher participating in one of these teams reflected on the co-teaching process and its effects on her beliefs and practices. She recorded, in an ongoing reflective log, external events through the project and her internal responses to those events. She also used a tool developed by Rimm-Kaufman (2003), in order to examine her current beliefs about teaching and learning and to explore changes in these beliefs after co-teaching a unit of work. Her personal account has identified key aspects of the collaborative process and explored changes in her beliefs and practices.
Stimulating the “action” as participants in participatory research
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