Collaborative Teaching and Inclusion
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Abstract
Abstract
To understand the experience of secondary science co-teachers implementing new science standards, the roles they assume in the classroom, and the degree of parity they exhibit in their work, we examined one pair of co-teachers in a case study via questionnaires, video and audio recorded lessons, and teacher interviews. Specifically, this research addresses the following questions: (1) What roles do secondary science co-teachers assume in the classroom when implementing new science standards? and (2) How do the demands of the new standards affect the experiences of co-teachers? In this pairing, the co-teachers lacked parity, or equal status, due to a lack of preparation for the partnership and the complex content, skills, and knowledge needed to teach the new standards. They also lacked time and structure to plan for teaching throughout the year, resulting in greater role disparity. Each partner's respect for the work of the other did increase over the academic year. There is currently little research about how science standards influence the co-teaching environment, this study is meant to add to this discussion.
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@article{Goulet2026complexity,
title = {The complexity of co-teaching in the secondary science classroom: a case study},
author = {L. R. Goulet and Donna L. Ross},
journal = {Frontiers in Education},
year = {2026},
doi = {10.3389/feduc.2026.1693373},
url = {https://doi.org/10.3389/feduc.2026.1693373}
}FAQ
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