Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Modeling Co-Teaching for Collaborative Proficiency

  • Todd Johnson, Ph.D. (Author) Texas A&M University image/svg+xml
    Todd Johnson, Ph.D. is an Assistant Professor at the University of South Alabama with expertise in the areas of co-teaching as well as science and mathematics education for secondary students with high-incidence disabilities. Prior to his university work, Dr. Johnson spent 9 years co-teaching Geometry and Chemistry to high school students with and without disabilities. Currently, Dr. Johnson teaches both graduate and undergraduate courses in Special Education as well as various other courses within College of Education and Professional Studies.
  • Kelly O. Byrd, Ph.D. (Author) Texas A&M University image/svg+xml
    Kelly O. Byrd, Ph.D. is an Assistant Professor of Elementary Mathematics Education at the University of South Alabama with expertise in mathematics teacher preparation including integrated STEM. Dr. Byrd primarily teaches elementary mathematics methods courses at the undergraduate and graduate level and other courses related to teacher preparation and educational research within the College of Education and Professional Studies.
  • Elizabeth Allison, Ph.D. (Author) Texas A&M University image/svg+xml
    Elizabeth Allison, Ph.D. serves as the National Senior Manager and Associate Dean of Educator Preparation at Western Governors University. Dr. Allison has experience teaching in public schools and has published and presented nationally on a variety of topics. In addition to participating in numerous externally funded research and service projects, Dr. Allison has served on committees for state review, academic journal submissions, and accrediting bodies. Her research interests include co-teaching in higher education, multiliteracies, effective online instructional strategies, and the intersection of literacy and science and engineering practices.
DOI
https://doi.org/10.64546/jaasep.577
Abstract
Co-taught lessons representing four co-teaching models (One-Teach, One-Observe; One-Teach, One-Assist; Station-Teaching; Team-Teaching) were developed and implemented by one science education faculty, one mathematics education faculty, and one special education faculty as part of the one-semester science and mathematics education coursework for K-6 preservice teachers. Procedures for implementation of the co-teaching models are described. Focus-group interview data were gathered from a purposeful sample of 10 preservice teachers to explore the participants’ perceptions concerning the benefits of modeled co-teaching to their own collaborative preparation. Findings reveal that the preservice teachers viewed co-teaching favorably in terms of increasing their own knowledge of and ability to implement collaborative teaching practices.
Keywords
Elementary Education, Mathematics Education, Methods Courses, Modeling (Psychology), Preservice Teacher Education, Preservice Teachers
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There are 20 references in total.
How to Cite
Johnson, T., Byrd, K. O., & Allison, E. (2025). Modeling Co-Teaching for Collaborative Proficiency. Journal of the American Academy of Special Education Professionals, 20(2), 88-105. https://doi.org/10.64546/jaasep.577

Spring/Summer 2025

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