Co-teacher relationship and program quality: Implications for preparing teachers for inclusive preschool settings

Citation
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
ISSN journal
10793917 → ACNP
Volume
36
Issue
2
Year of publication
2001
Pages
119 - 132
Database
ISI
SICI code
1079-3917(200106)36:2<119:CRAPQI>2.0.ZU;2-J
Abstract
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.