Pixel International Conferences

This study focuses on co-teaching models, embarking from research literature out to the field of practical experience of training processes for teaching in the Class-Academy program at Ohalo College in the 2016-17 school year. Within this program, we will examine the experience models as expressed in practice vs. the theory from the students’, teachers’ and training kindergarten teachers’ points of view. We will focus on the application of co-teaching practices in teaching in the Academy-Class program and examine the dominant teaching patterns found within.

One-hundred and twenty five male and female subjects participated in the study. The main research questions were:

1. To what extent are the six co-teaching models (as described in the research literature) expressed in practical and educational terms in the Academy-Class program?
2. What are the most common teaching practices, according to training teachers’ and trainee students’ (who are participating in the program) reports, in comparison to the co-teaching model?

The main findings show that the co-teaching models were more dominant than the traditional teaching models, characterized in all sampled groups. Specifically, the greatest difference was found in the reports of the training teachers (0.79) at school, while the smallest difference was found amongst female students of education (0.13).

Keywords: Academy-Class, shared teaching, experience models, teachers’ training.

References:

[1] Alian, S., & Daniel-Sa'ad, A. (2013). Changing from the traditional model in practical experience to the co-teaching model – a slogan or current need? Dapim – Journal in Educational Research, 56, 35–59.
[2] Blank, C. (2013). General and special educators’ perceptions of co-teaching in inclusive middle schools. (Unpublished master’s thesis).
[3] Cleaveland, P. (2015). A multi-case study examining co-teaching approaches and practices in high school math and literature/composition classes. Doctoral Dissertations and Projects. Paper 1001.
[4] Petrick Jr., D. L. (2015). An investigation into co-teacher relationship collaboration factors: Co-teachers' perceptions. Indiana, PA: Indiana University of Pennsylvania.‏