ABSTRACT

This explanatory sequential mixed-methods study focused on pre-K co-teachers’ perceptions of co-teaching, the similarities and differences between special and general education co-teachers’ perceptions of co-teaching, and the elements of self-efficacy (Bandura, 1977) related to the implementation of the co-teaching model. Analysis of the Perceptions of Co-Teaching Survey (PCTS) completed by 34 pre-K special and general education co-teachers served as the quantitative component of the study and was complemented by a constant comparative analysis (Charmaz, 2006) of focus groups with eight co-teachers.

The integrated findings revealed that both special and general co-teachers had moderately positive perceptions of their co-teaching experiences that were nurtured by their professional interpersonal relationships and influenced by the distinctive nature of pre-K classrooms. High self-efficacy influenced co-teachers’ motivation and confidence in order to persevere during challenges experienced. Overall, co-teachers recognized the importance of effective verbal communication as key to successful co-teaching experiences and desired personalized professional learning opportunities to guide and improve their co-teaching experiences. Implications for administrators, teacher educators, and co-teachers were discussed and recommendations for future research offered.