The Relationship Among Best Practices for Co-Teaching, Professional Development, and Teachers’ Perceptions
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2011-08
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Masters of Education
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Abstract
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.