Supporting Student and Preservice Teacher Successes Through Co-teaching

Authors

  • Tammy Lankford Barron Western Carolina University
  • Holly Henderson Pinter Western Carolina University
  • Kim K. Winter Western Carolina University

DOI:

https://doi.org/10.3776/tpre.2019.v9n2p65-78

Keywords:

co-teaching, teacher preparation, inclusion, special education, general education

Abstract

As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.

Author Biographies

Tammy Lankford Barron, Western Carolina University

Tammy Lankford Barron is assistant professor at Western Carolina University and special education administrator of the Catamount School, a laboratory school operated by the university. She has co-taught in a variety of settings in preschool, elementary, secondary, and higher education in the areas of general and special education. Her research interests relate to policies and organizational behaviors that support practices that foster inclusion for students with disabilities. Dr. Barron has collaborated with school professionals to implement co-teaching and build collaboration in their schools. She has published and presented nationally and internationally on the topic of co-teaching with Dr. Marilyn Friend. She strives to improve outcomes for students through increasing understanding and advocating for the needs of children, families, support staff, teachers, and administrators through research and practice. tlbarron@wcu.edu

Holly Henderson Pinter, Western Carolina University

Holly Henderson Pinter is associate professor of elementary and middle-grades mathematics education at Western Carolina University. She completed a PhD in 2013 at the University of Virginia after spending five years as a middle school mathematics teacher. Dr. Pinter’s teaching and research center on the implementation of standards-based mathematical teaching practices, preservice teacher education policy and practice, and developmentally responsive teaching at the middle level. She teaches methods and pedagogy courses in the elementary and middle-grades department and serves as the Math 1 teacher of record and instructional liaison at the Catamount School, the university’s laboratory school. hhpinter@email.wcu.edu

Kim K. Winter, Western Carolina University

Kim K. Winter is dean and professor in the College of Education and Allied Professions at Western Carolina University. Her research expertise includes the induction and retention of teachers, preservice teacher analysis and reflection on teaching, performance-based assessment in teacher education, and middle-grades teacher preparation. Dr. Winter’s teaching expertise includes middle-level curriculum and instruction, language arts and literacy methods, young adolescent development, English learner methods, and young adult literature. She has served on the Association for Middle Level Education’s Program Review Board and Professional Preparation Advisory Committee and has also served on the Language Arts Advisory Council for the Texas College and Career Readiness Standards. She holds a baccalaureate degree in applied learning and development from the University of Texas at Austin and a master’s and doctorate in curriculum with a specialization in English from Indiana State University. Before entering the university setting, she taught elementary and middle school in Texas and Indiana. kkruebel@email.wcu.edu

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Published

2019-10-11

How to Cite

Barron, T. L., Pinter, H. H., & Winter, K. K. (2019). Supporting Student and Preservice Teacher Successes Through Co-teaching. Theory & Practice in Rural Education, 9(2), 65–78. https://doi.org/10.3776/tpre.2019.v9n2p65-78

Issue

Vol. 9 No. 2 (2019): Co-Teaching in Rural Contexts: Exploring Collaboration in the Classroom

Section

Practice Forum

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