The Relationship Among Best Practices for Co-Teaching, Professional Development, and Teachers’ Perceptions

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.