Co-teaching in Teacher Preparation: Programmatic Priorities, Promising Practices, and Potential Pitfalls

Abstract

Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education, and even fewer include the use of co-teaching in teacher preparation programs. Like in P-12 education, organizational systems and collegial dynamics can pose barriers to implementing the use of co-teaching in higher education. This article addresses the benefits and challenges of co-teaching in a teacher preparation program. Specifically included is a discussion about how engaging in the co-teaching process can be valuable to pre-service teachers and faculty members, as well as barriers to consider when navigating institutional procedures and policies. University faculty share their experiences proposing, developing, and implementing co-taught courses in an undergraduate dual certification (elementary and special education) inclusive education program. Strategies that can be used to address known barriers and successfully implement co-taught courses in a teacher preparation program are provided.