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Frameworks for Co-Teaching and Yearlong Residency Programs

Frameworks for Co-Teaching and Yearlong Residency Programs
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Author(s): Beverly Sande (Prairie View A&M University, USA)
Copyright: 2022
Pages: 21
Source title: Collaborative Models and Frameworks for Inclusive Educator Preparation Programs
Source Author(s)/Editor(s): Beverly Sande (Prairie View A&M University, USA) and Charles William Kemp (Shawnee State University, USA)
DOI: 10.4018/978-1-6684-3443-7.ch010


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This chapter further elaborates the content presented in Chapter 8 by expanding the description of co-teaching as seen in inclusion classroom and describes co-teaching in year-long residency models. Students pulled from general education classes and taught in resource settings exclusively often do not benefit from the instruction of content area teachers when they are out of those classrooms. Thus, co-teaching became one of many collaborative strategies that schools considered to meet the needs of all students within the educational framework. State departments also began considering strategies for TPPs and school districts to work together to provide a rich clinical experience for preservice teachers. This chapter explores both co-teaching collaborative approaches for improved student outcomes in an inclusive classroom and how beneficial co-teaching is to year-long residents.

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