Award Date

May 2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Shaoan Zhang

Second Committee Member

Peter Wiens

Third Committee Member

Katrina Liu

Fourth Committee Member

Jenna Weglarz-Ward

Number of Pages

157

Abstract

The intended outcome of this qualitative study was to provide valuable information that could improve pre-service teacher education programs and inclusion professional development programs, as well as help guide school-based administrators on how to better support co-teaching at the secondary level. In order to accomplish the outcome, the purpose of the study was twofold: (1) to examine secondary co-teachers’ perceptions toward their preparedness to co-teach in an inclusion classroom based on their pre-service training, overall professional development, and administrative support; and (2) to explore how well secondary co-teachers practice constructivist-oriented co-teaching. The research questions included: (1) How do secondary co-teachers perceive their preparedness to co-teach in an inclusion classroom based on their pre-service training, (2) How do secondary co-teachers perceive their preparedness to co-teach in an inclusion classroom based on their overall professional development, (3) How do secondary co-teachers perceive the administrators’ role in supporting co-teaching, and (4) Based on secondary co-teachers’ perceptions, how well do secondary co-teachers practice constructivist oriented co-teaching? The results from the study showed participants did not feel prepared to co-teach in an inclusion classroom based on their pre-service training or their professional development. The results also showed participants do not feel supported by their administrators and do not practice constructivist-oriented co-teaching adequately. Keywords: secondary teachers, co-teaching, inclusion, pre-service training, professional development, special education, constructivism, school administration

Disciplines

Teacher Education and Professional Development

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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