在一家公司‑教学 model, two teachers work together in a classroom, sharing the planning, organization, 交付, and assessment of instruction. 在 70年代, general teachers and special 教育工作者 用有限公司‑教学 to work side-by-side, allowing students with disabilities to remain in their classrooms. Since, applications of co-教学 have expanded to include multilingual 教育工作者, intervention specialists, and student teachers.
Co-教学 is a powerful way to introduce student teachers to the profession through experiences that model strong practice, mentorship strategies, and professional reflection, all key parts of classroom success.
Co-teachers who collaborate to support language learners, special education students, and content integration boost achievement and form deep, meaningful relationships with both colleagues and students. Co-taught classrooms maximize the strengths of each teacher, creating an environment that not only meets student needs but energizes the learning experience.
St. Cloud State pioneered, researched, and implemented a new approach to student 教学/residency that utilizes an innovative co-教学 model. The four-year study, “Changing the Face of Student Teaching Though Co-Teaching,” was originally undertaken through a U.S. Department of Education Teacher Quality Enhancement Partnership Grant for $5 million awarded in 2003.
Researchers Nancy L. Bacharach, Teresa W. 真见鬼, and Kathryn Dahlberg examined the differences between a co-教学 model and a traditional, non-co-教学 model of student 教学/residency. The study’s results confirmed the co-教学 model's benefits, with K–6 students who were co-taught in reading and math outperforming students taught with the traditional model.
The Academy for Co-Teaching and Collaboration 提供了 professional development, training, and support services to St. Cloud State teacher candidates/residents. The Academy also 提供了 these services on a consulting basis to colleges, universities, and district schools looking to enhance their student 教学/residency, special education, or general education 项目.
