Beginning General and Special Educators’ Perceptions of Collaborative Instruction in Inclusive Settings

Authors: BhartiTandon

Pages: 36-44

Abstract:

The attitudes and perceptions of three groups of pre-service math/science and special education teachers towards co-teaching in inclusive settings were investigated in this study. Responses to a semi-structured questionnaire and interviews were analyzed using a four-stage qualitative analytical process. Implications of the impact of field-based teacher preparation programs on beginning teachers' development of inclusive attitudes and their likelihood of implementing co-teaching in urban schools given specific barriers were explored.