CO-TEACHING ENGLISH LANGUAGE LEARNERS WITH DISABILITIES: THE RELATIONSHIP AMONG SELF-EFFICACY, COLLABORATION, AND REFLECTION

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Date
2017-10-18
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Publisher
Johns Hopkins University
Abstract
The purpose of the study was to investigate the relationship between the special education and English language learner (ELL) co-teaching pairing and teacher self-efficacy when working with ELLs with disabilities. A second purpose of the study was to develop a better understanding of how collaboration and reflection influence teacher self-efficacy when working with ELLs with disabilities. A special education teacher and an ELL teacher co-taught a high school English Language Arts class of ELLs with disabilities over the course of one school year. During a 12-week intervention, the researcher met with the participants six times to facilitate reflection and support the collaborative practices of the co-teaching pairing. The participants completed a pre- and post-survey and participated in individual interviews after the completion of the intervention. Additional data sources included a researcher’s journal, biweekly reports, and reflection sheets. The findings indicate that collaboration and reflection play a critical role in the development of teacher self-efficacy when working with ELLs with disabilities. Additionally, the participants had markedly positive perceptions regarding the effectiveness of the new co-teaching pairing. This study expands upon current research on co-teaching and teacher self-efficacy can inform future service delivery models for ELLs with disabilities. Limitations and implications for practice and research will be discussed.
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Keywords
English language learners, disabilities, collaboration, co-teaching, reflection, teacher self-efficacy, coaching
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