Date

9-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Frank S. Bailey

Keywords

co-teaching, inclusion, special education, collaborative learning

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the experiences of secondary teachers implementing co-teaching models in inclusive classrooms at a public school district in northwest Arkansas. For this study, co-teaching is defined as the collaborative approach to instruction in which a general education teacher and a special education teacher work together to co-plan, co-teach, and co-assess a course that includes general education students and students with disabilities. Using Johnson and Johnson’s social interdependence theory as a theoretical framework, this study addressed the central research question: What experiences do teachers have implementing co-teaching models in inclusive classrooms? A purposeful sampling method was utilized and included 10 participants working as secondary co-teachers in inclusive classrooms. Data were collected through semi-structured interviews, document artifacts, and journal prompts from participants. Data were analyzed using phenomenological reduction, descriptive coding, and axial coding. Results revealed that teachers lacked the time to develop their collaborative relationship with their co-teachers required for implementing effective co-teaching strategies. Administrators created structures that minimized planning time and changed co-teacher pairings before effective collaborative relationships could develop. Additionally, results revealed that teachers need more training, both pre-service and after their co-teaching assignments, to effectively implement collaborative co-teaching models to meet student needs in inclusive classrooms.

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