The Relationship Among Best Practices for Co-Teaching, Professional Development, and Teachers’ Perceptions
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Type of Work55 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Teaching teams -- Research
Teachers -- Research
Career development -- Research
The purpose of this study was to determine co-teachers’ perceptions of the impact of professional development on their co-teaching practices. The study used a qualitative cross-sectional survey design to determine teachers’ perceptions of the impact of the professional development available to co-teachers participating as formal participants in co-teaching initiatives. A survey was used to measure teacher perceptions about those professional development offerings having a positive impact and those offerings having little or no impact on professional classroom practices.