Information Sciences Letters
Abstract
This qualitative investigation centers on pre-service teacher training programs that effectively promote inclusive education and co-teaching. The study employed a purposeful sampling technique to select participants who possessed knowledge and experience in pre-service teacher preparation programs and co-teaching methodologies. The sample included pre-service teachers and teacher educators. The study employed thematic analysis as a method for interpreting data obtained from semi-structured interviews and content analysis of pertinent documents. The results of the study indicated that peer-to-peer activities, such as group discussions and collaborative projects, were highly valued by pre-service teachers as effective means for enhancing their collaborative learning and co-teaching skills. Furthermore, teacher education programs for prospective educators placed significant emphasis on inclusive pedagogy, which involves catering to the diverse needs of all students, and differentiated instruction, which enables teachers to modify their teaching approaches to better align with the learning preferences of their students. Prospective educators concurred that the act of observing and aiding experienced instructors in the classroom was advantageous for their individual professional growth and that they acquired knowledge and competencies in collaborative teaching as a consequence of these occasions.
Recommended Citation
J. A. Khasawneh, Y.
(2023)
"An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models,"
Information Sciences Letters: Vol. 12
:
Iss.
7
, PP -.
Available at:
https://digitalcommons.aaru.edu.jo/isl/vol12/iss7/14