How the Lack of Teacher Preparation Effects the Co-Teaching Model

Abstract

Schools around the U.S. are having more and more ENL push-in co-teaching periods. However, teachers are facing issues in successfully implementing this instructional approach, including role division, planning time, and teacher education/ preparation. The literature emphasizes that addressing these challenges can be achieved through the importance of collaboration and proper training in co-teaching practices. To address these issues, with the aim of enabling teachers to learn from past co-teachers, understand the advantages of co-teaching, and engage in collaborative planning for their own co-taught classes it is essential that teachers become educated in in collaborative practices and co-teaching models so they can best support their students. Solutions to this problem include the implementation of more teacher education on co-teaching and collaborative learning and the effectiveness of different co-teaching models. Recommendations include attending professional development, creating more pre-service courses on collaborative practices, getting more experience working collaboratively with other teachers, and building relationships with co-teachers.