@article{ART003053831},
author={Kim, Younggi and Lee, Eun Joo and Choi, Hongil},
title={Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2024},
volume={9},
number={1},
pages={211-236},
doi={10.23041/jsst.2024.9.1.009}
TY - JOUR
AU - Kim, Younggi
AU - Lee, Eun Joo
AU - Choi, Hongil
TI - Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms
JO - Journal of Studies on Schools and Teaching
PY - 2024
VL - 9
IS - 1
PB - Education Research Institute at CNUE
SP - 211
EP - 236
SN - 2508-156X
AB - This research investigates the effects of collaborative teaching in inclusive classrooms with the placement of ‘Inclusion-Support-Teachers,’ supported by the Ministry of Education and Seoul Metropolitan Office of Education. Our aim is to elucidate 1) the impact of collaborative teaching on the students with special educational needs, 2) its influence on the teachers, and 3) the support requirements for implementing collaborative teaching. The participants in the study consisted of seven special education teachers and four general school teachers, directly involved as collaborative teachers in inclusive classrooms The data was collected through group interviews. The research findings are as follows: First, collaborative teachers were effective in improving academic achievement and self-esteem among students with special educational needs. Second, collaborative teaching improved teachers’ skills in inclusive classrooms and their competency to provide inclusive education. Third, collaborative teaching also had an impact on reshaping the teachers’ awareness of including the minority students in the education process. To enhance the effectiveness of collaborative teaching and the implementation of inclusion, it is necessary to reduce the number of students per class in special and inclusive classrooms and introduce the “Inclusion-Support-Teachers” system. These results indicate that collaborative teaching has positive effects on special and inclusive education and emphasizes the need for additional support and policy improvements.
KW - ‘Inclusion-Support-Teachers;’ Collaborative teaching in inclusive classrooms
DO - 10.23041/jsst.2024.9.1.009
ER -
Kim, Younggi, Lee, Eun Joo and Choi, Hongil. (2024). Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms. Journal of Studies on Schools and Teaching, 9(1), 211-236.
Kim, Younggi, Lee, Eun Joo and Choi, Hongil. 2024, "Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms", Journal of Studies on Schools and Teaching, vol.9, no.1 pp.211-236. Available from: doi:10.23041/jsst.2024.9.1.009
Kim, Younggi, Lee, Eun Joo, Choi, Hongil "Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms" Journal of Studies on Schools and Teaching 9.1 pp.211-236 (2024) : 211.
Kim, Younggi, Lee, Eun Joo, Choi, Hongil. Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms. 2024; 9(1), 211-236. Available from: doi:10.23041/jsst.2024.9.1.009
Kim, Younggi, Lee, Eun Joo and Choi, Hongil. "Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms" Journal of Studies on Schools and Teaching 9, no.1 (2024) : 211-236.doi: 10.23041/jsst.2024.9.1.009
Kim, Younggi; Lee, Eun Joo; Choi, Hongil. Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms. Journal of Studies on Schools and Teaching, 9(1), 211-236. doi: 10.23041/jsst.2024.9.1.009
Kim, Younggi; Lee, Eun Joo; Choi, Hongil. Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms. Journal of Studies on Schools and Teaching. 2024; 9(1) 211-236. doi: 10.23041/jsst.2024.9.1.009
Kim, Younggi, Lee, Eun Joo, Choi, Hongil. Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms. 2024; 9(1), 211-236. Available from: doi:10.23041/jsst.2024.9.1.009
Kim, Younggi, Lee, Eun Joo and Choi, Hongil. "Effects of Collaborative Teaching between 'Inclusion-Support-Teachers' and Regular Education Teachers in Inclusive Classrooms" Journal of Studies on Schools and Teaching 9, no.1 (2024) : 211-236.doi: 10.23041/jsst.2024.9.1.009
