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Maximizing PEDAGOGY for Secondary Co‐Teachers
Author(s) -
Brawand Anne,
KingSears Margaret E.
Publication year - 2017
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12166
Subject(s) - acronym , co teaching , pedagogy , mathematics education , plan (archaeology) , team teaching , teaching method , lesson plan , psychology , special education , philosophy , linguistics , archaeology , history
Student understanding of content can be dependent on the pedagogies that co‐teachers plan and implement, regardless of which co‐teaching model they use. However, when co‐teachers vary instruction using different co‐teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and more opportunities to be taught using evidence‐based practices. In this article, ‘PEDAGOGY’ is used as an acronym to describe ways in which co‐teachers can design and deliver instruction using various co‐teaching models in multiple content areas at the secondary level.