Amanda Steeley, Special Education Teacher
The movement toward fully inclusive education is gaining momentum. Part of the reason for this goes beyond parental and administrative requests: teachers and students are enjoying its benefits. If you know me, you know that I am loving my first year in the collaborative classroom. But my fulfillment is supported by research, too.
Zou, Kim and Kerekes (2011) explored the benefits of collaborative teaching at the college level specifically for pre-service teachers. Imagine, exposing pre-service teachers to collaborative practices as students before they become collaborative teachers themselves. This makes so much sense, and yet, it was neither my experience nor that of anyone else I know.
The article itself, Collaborative Teaching in an Integrated Methods Course, concluded that currently there is just not enough research to support greater benefits with this model of preparing pre-service teachers, but just like the growth of collaborative teaching in K-12 education, I’m sure further research may increase this practice, as well.
What I did takeaway from this article were the several benefits of collaborative teaching cited by its authors for both students and instructors.
Benefits of Collaborative Teaching
Benefits to Students
- Interest and enthusiasm
- Improved achievement
- Enhanced ability to work in teams
- Increased interdisciplinary learning
Benefits to Teachers:
- Increased growth from professional discussions
- Increased learning from one another’s experiences
- Increased learning from one another’s teaching styles
- Increased opportunity for curriculum integration/real world experiences
The authors also cited Hinton & Downing (1998) when explaining “collaborative teaching is most beneficial when it promotes diversity by including teaching members from different disciplinary areas in addition to different ethnic and cultural backgrounds”. I could not agree with this more. Any time we can use our collaborative teaching practice to model treating each other with humanity, everyone wins. In my own practice, I believe that the simple juxtaposition of Mr. Beasley and I (male and female) in addition to being SPED and general education counter-parts, is valuable: We just bring different things to the table.
In future posts we can address challenges, but today’s focus highlighted benefits. Do you teach collaboratively? What do you consider the greatest benefits to your students and team?
Hinton, S. & Downing, J.E. (1998). Team teaching a college core foundation course; Instructors’ and students’ assessments. Richmond, KY: Eastern Kentucky University. ERIC Document No. ED 429469.
Kerekes, J., Jinyoung, K., & Zhou, G. (2011). Collaborative teaching of an integrated methods course. International Electronic Journal of Elementary Education. 3(2). 123-138.