From co‐teaching to co‐mentoring: Transforming special education and mathematics instructional partnerships through shared content‐focused professional development

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-08-05 DOI:10.1111/ssm.18306
Bethany LaValley, Julie James, Alice Steimle
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Abstract

Co‐teaching is described as the pairing of a general education teacher and a special education teacher in the general education classroom for the shared instruction of students with and without disabilities. Many teachers struggle to form unified partnerships, especially in mathematics classrooms. The MathMATES project was developed to address a need for joint special education and mathematics professional development aimed to support teachers in merging their individual strengths and expertise through shared content development and relationship‐building exercises. Over the course of the year‐long academy, teachers developed strong knowledge‐sharing partnerships that resembled co‐mentoring partnerships. We compare their progression with research on co‐mentoring to suggest a framework for developing more unified mathematics co‐teaching teams.
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从共同教学到共同指导:通过共享以内容为重点的专业发展,转变特殊教育和数学教学伙伴关系
共同教学是指普通教育教师和特殊教育教师在普通教育课堂上结成对子,共同指导残障和非残障学生。许多教师都在努力形成统一的伙伴关系,尤其是在数学课堂上。MathMATES 项目是为了满足特殊教育和数学联合专业发展的需要而开发的,旨在通过共享内容开发和建立关系的练习,支持教师融合各自的优势和专业知识。在为期一年的学习过程中,教师们建立了牢固的知识共享伙伴关系,这种关系类似于共同指导伙伴关系。我们将他们的进展情况与共同指导方面的研究进行比较,为发展更加统一的数学共同教学团队提出一个框架。
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来源期刊
School Science and Mathematics
School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
9.10%
发文量
47
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