Inclusive co-teaching with teachers with intellectual disabilities in teacher education
Metadatos
Mostrar el registro completo del ítemEditorial
Informa UK Limited
Materia
Teacher education Inclusive education University education
Fecha
2023-11-29Referencia bibliográfica
Pablo Rodríguez Herrero, Pablo José García Sempere & Andrés Cabrera García (29 Nov 2023): Inclusive co-teaching with teachers with intellectual disabilities in teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2288550
Patrocinador
Comunidad de Madrid and the Universidad Autónoma de Madrid (Spain) under Grant SI3/PJI/2021-00164 [Research Project: Pedagogical voices and co-teaching in university education. An inclusive research with people with intellectual disabilities]Resumen
A new model of teacher education in inclusive methodology was
studied: co-teaching with teachers with intellectual disabilities in
pre-service teacher education. The main objectives were to understand
how this educational experiment was perceived by three
teachers (one tenured and two with intellectual disabilities) and
trainees on a postgraduate course on inclusive education, and to
identify implications for teacher education. The methodology was
qualitative and phenomenological. Individual interviews were conducted
with the three teachers, and a focus group with three
trainees. The main conclusions were: (1) the co-teaching experience
had a significant and positive impact on the teachers’ concept of
inclusion, teaching identity and personal and professional development;
(2) having teachers with intellectual disabilities contributed
to education on inclusive approaches; (3) the teaching model
needed to be further developed. As an outcome of the results
analysis, the characteristics of an inclusive co-teaching model for
university teaching are defined.