Difficult Aspects Of Collaborative Teaching In Classroom Practices

1099 words - 4 pages

There is no doubt that success in teaching and learning depends on the quality of the knowledge and skills which are most teachers or instructors should apply in the classroom. Teaching is seen as a creative performance by the success of learning practices. In line with this statement, to achieve the quality of teaching in today's knowledge-based, collaborative teaching approach is considered as a priority by many educators. The collaborative teaching concept in a globalize world of today has brought to broaden areas, where it is applied based on the conditions of a particular place, time and space. Collaborative is the use of various professionals working together to achieve the child's education program (Murata and Tan, 2009).

As for Gately and Gately (2001), collaboration is one way of teachers work together in which the general education teachers and special education teachers act as a team to help and coach students in the class. According to Ford, Davern & Schnorr (2001), students learn best in classrooms where learning format that reflects the differences in students' learning approaches have been used in teaching and learning process. It can be said that the collaborative is very important and plays an important role in creating understanding in the classroom and help both educators and students to achieve their goals in all learning environments. Excellent collaborative teaching leads educators in making better use of appropriate knowledge and skills, maintain students’ capabilities and facilitate the participation of students in a class. Good collaborative teaching creates more inspiration for educators to teach effectively, and encourage students to work efficiently and creatively through creating and sharing knowledge with each other. Although this collaborative teaching could bring advantages for both educators and students, there are also some issues encountered on several circumstances.

Taken from Keefe, Moore and French (2004), the main obstacle of successful co-teaching is the lack of parity issues experienced between general education and special education teachers. This happens when the general education teachers believe that they are content experts and have a lot of experience that make them more professional and knowledgeable than special education teachers. While for special education teachers, they tend to be like an assistant, rather than giving and sharing ideas with as a teacher. This scenario can actually be handled by placing trust, respect or share a belief system in which both educators have a unique and important expertise. With this, only parity can exist in which the contributions and their presence appreciated. Co-teaching must develop the ability to exchange ideas, generous to people's ideas, responsive to the recommendations or opinions given by co-teachers, regardless of any level of knowledge, skills, position or experiences.

Taken from my experience in dealing with my class as a new lecturer...

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