@misc{10481/91125,
year = {2023},
month = {11},
url = {https://hdl.handle.net/10481/91125},
abstract = {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.},
organization = {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]},
publisher = {Informa UK Limited},
keywords = {Teacher education},
keywords = {Inclusive education},
keywords = {University education},
title = {Inclusive co-teaching with teachers with intellectual disabilities in teacher education},
doi = {10.1080/02619768.2023.2288550},
author = {Rodríguez Herrero, Pablo and García-Sempere, Pablo and Cabrera, Andrés},
}