Date of Award
Spring 4-29-2024
Document Type
Education 590 Project
Degree Name
Master of Education
Department
Education
Department Chair or Program Director
Kelly, Peter
First Advisor
Coffman, Teresa
Major or Concentration
Education
Abstract
Following legislation to educate students in the least restricted environment, schools are using co-taught inclusive settings to teach secondary science classrooms. Traditionally, general educators do not receive robust instruction in differentiation, co-teaching, or collaboration with special educators. Special educators traditionally do not receive training in science content. An online survey was distributed through social media inviting teachers to share their experiences with co-teaching in science classrooms. Likert scales were used to measure teacher efficacy in co-teaching secondary science classes and teacher perceptions of the effectiveness of current teacher training. Based on the data collected, recommendations are provided for adjustments to pre-service teacher training programs and in-service professional development opportunities that can be utilized by teacher educators, school administrators, and school district trainers to strengthen ongoing training and better prepare teachers to co-teach in science classrooms.
Recommended Citation
Christensen, Sabrina, "Teacher Efficacy in Co-teaching Science Classrooms: Implications for Training" (2024). Student Research Submissions. 607.
https://scholar.umw.edu/student_research/607
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons