Work

Inclusive co-teaching with teachers with intellectual disabilities in teacher education

Year: 2023

Type: article

Abstract: A new model of teacher education in inclusive methodology was \nstudied: co-teaching with teachers with intellectual disabilities in \npre-service teacher education. The main objectives were to understand \nhow this educational experiment was perceived by three \nteachers (one tenured and two with intellectual disabilities) and \ntrainees on a postgraduate course on inclusive education, and to \nidentify implications for teacher education. The methodology was \nqualitative and phenomenological. Individual interviews were conducted \nwith the three teachers, and a focus group with three \ntrainees. The main conclusions were: (1) the co-teaching experience \nhad a significant and positive impact on the teachers’ concept of \ninclusion, teaching identity and personal and professional development; \n(2) having teachers with intellectual disabilities contributed \nto education on inclusive approaches; (3) the teaching model \nneeded to be further developed. As an outcome of the results \nanalysis, the characteristics of an inclusive co-teaching model for \nuniversity teaching are defined.

Source: European Journal of Teacher Education

DOI: 10.1080/02619768.2023.2288550

Authors: Pablo Rodríguez Herrero, Pablo José García Sempere, Andrés Cabrera García

Institutions: Universidad Autónoma de Madrid, Universidad de Granada

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Funders: Comunidad de Madrid, Universidad Autónoma de Madrid