Date of Award
4-1-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Eric Backman, Twila Patten
Call Number
ISBN 9798310167094
Abstract
The purpose of this study was to understand the phenomenon that is the congruence between secondary special and general education co-teachers’ knowledge, beliefs, and actions that characterize how they experience co-teaching. A qualitative, phenomenological research design was used to explore co-teachers’ lived experiences through one-on-one interviews and classroom observations. Purposeful and convenient sampling yielded secondary general and special education teacher participants from one large, urban school district in the United States. The findings extend Bandura’s (1986) Social Cognitive Theory, suggesting the presence of observational learning between educators in the co-taught classroom. Results also indicate an alignment between what co-teachers say, believe, and do within the co-taught classroom; support and extend existing literature surrounding teacher-perceived barriers and benefits to co-teaching, support the preponderance of use of one-teach models, and reveal minimal group differences between general and special education teachers. Results suggest the need for adequate professional development, administrative support, and the strategic pairing of educators.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Spann, Courtney, "Teachers’ Perceptions of Co-Teaching—A Phenomenological Inquiry" (2025). Student Theses and Dissertations. 4.
https://arch.astate.edu/all-etd/4
