Co-teacher relationship and program quality: implications for preparing teachers for inclusive preschool settings
By: McCormick, Linda.
Contributor(s): Noonan, Mary Jo [et al].
Series: Education and Training in Mental Retardation and Developmental Disabilities 36 (2) 2001: 119-132.Publisher: 2001Content type: text Media type: unmediated Carrier type: volume Subject(s): INCLUSIVE EDUCATION
| PRESCHOOL | PRESCHOOLING | EARLY CHILDHOOD | EDUCATION | EDUCATION AND TRAINING | EDUCATIONAL DELIVERY | TEACHING STRATEGIESSummary: Because co-leadership is the most widely used inclusion model, identification of the skills necessary for successful co-teaching is pertinent to teacher preparation in both early childhood education and early childhood special education. This pilot study considers one aspect of co-teaching; how the co-teachers related to one another. Specifically it explores associations between co-teachers' perceptions of similarity (in philosophical beliefs, personal characteristics and traits and professional style) with one another and two quality outcomes. The findings are discussed in terms of implications for teacher perparation. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 14314 |
Because co-leadership is the most widely used inclusion model, identification of the skills necessary for successful co-teaching is pertinent to teacher preparation in both early childhood education and early childhood special education. This pilot study considers one aspect of co-teaching; how the co-teachers related to one another. Specifically it explores associations between co-teachers' perceptions of similarity (in philosophical beliefs, personal characteristics and traits and professional style) with one another and two quality outcomes. The findings are discussed in terms of implications for teacher perparation. [AJ].
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