L. Mccormick et al., Co-teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings, EDUC TRAIN, 36(2), 2001, pp. 119-132
Citations number
62
Categorie Soggetti
Rehabilitation
Journal title
EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES
Because co-teaching 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 (ECE) and early childhood sp
ecial education ((ECSE). This pilot study considers one aspect of co-teachi
ng; how the co-teachers related to one another. Specifically it explores as
sociations between co-teachers' perceptions of similarity tin philosophical
beliefs, personal characteristics and traits, and professional style) with
one another and two quality outcomes. The outcomes are (a) quality of the
preschool environment, as measured by the Early Childhood Environmental Rat
ing Scale (ECERS), and (bi child engagement. With disability status control
led for, there was a significant relationship between the co-teacher relati
onship and one of the program quality measures; quality of the environment.
The findings are discussed in terms of implications for teacher preparatio
n.