Tearing down the invisible walls: Designing, implementing, and theorizing psychologically safer co-teaching for inclusio
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Tearing down the invisible walls: Designing, implementing, and theorizing psychologically safer co‑teaching for inclusion Jacob Hackett1 · Jean Kruzich2 · Arielle Goulter3 · Maritess Battista3
© Springer Nature B.V. 2020
Abstract Collaborative (Co-) teaching is an increasingly popular model of instructional used to improve inclusive education outcomes. The woefully under theorized and researched arrangement involves multiple certified teachers—a general and special educator—sharing a classroom space and increased spectrum of student learning needs. Our multiyear Design-Based investigation of and intervention with coteachers revealed the need to view co-teaching as an activity system. The focus of this paper includes the emergent themes uncovered and theoretical findings from the investigation, including the advancement of a novel sociocultural-oriented co-teaching framework, the Co-Teaching Implementation Framework. Also discussed is the key role of psychological safety and risk-taking within co-teaching teams and their capacity for learning to successfully implement instructional changes. Participants emphasized how performance is undermined if the risk of voicing disagreement or a deviation in the curriculum is too great, leading to silence, confusion, and resistance. Keywords Inclusion · Psychological safety · Teacher learning and risk-taking · Co-teaching implementation · Co-teaching and Design-Based Research · Co-teaching should be viewed as intersecting activity systems, not sets of practices, checklists or procedures · Psychological safety includes instructional practices and willingness to learn from mistakes · The Co-Teaching Implementation Framework is an initial step towards a nuanced theory of co-teaching · Participants’ practice and collaboration skills improved by co-designing this framework
* Jacob Hackett [email protected] Extended author information available on the last page of the article
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Journal of Educational Change
Collaborative (co‑) teaching: Serving all learners in inclusive settings More than ever before, students with learning differences are being educated in the general education classroom (U.S. DOE 2016). This positive trend has led to an instructional approach—commonly called collaborative (co-) teaching—to support the rise in inclusive education. By increasing the number of instructors in the classroom (Cook et al. 2011; Florian and Linklater 2010), co-teaching has been broadly promoted as adding a highly qualified special educator to the general education classroom to address the increase in instructional demands (Cook and Friend 1995; see Friend et al. 2010, for co-teaching’s historical origins). In this setting, both educators form a team and are responsible for all students, regardless of disability status (Friend and Bursuck 2011; Murawski and Dieker 2004). The logic lies in the idea that these educators are complementary—general educators have expertise in curriculum knowledge, structuring, and pacing, while special educators have expertise in
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