A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms
| Autor: | Michelle Searle, Lori C. Kirkpatrick, Jacqueline Specht, Rachael E. Smyth |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
business.industry
media_common.quotation_subject 05 social sciences 050301 education Regular classroom Coaching Education Resource (project management) Feeling General partnership ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Special educational needs business Shared responsibility Psychology 0503 education Inclusion (education) 050104 developmental & child psychology media_common |
| Zdroj: | British Journal of Special Education. 47:24-47 |
| ISSN: | 1467-8578 0952-3383 |
| Popis: | The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community. |
| Databáze: | OpenAIRE |
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