Co-Teacher Relationship and Program Quality: Implications for Preparing Teachers for Inclusive Preschool Settings

Abstract

Because co-teaching is the most widely used inclusion model, identification of the skills necessary for successful co-teaching is pertinent to teacher preparation in both early childhood education (ECE) and early childhood special education (ECSE). This pilot study considers one aspect of co-teaching; how the co-teachers related to one another. Specifically it explores associations between co-teachers' perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. The outcomes are (a) quality of the preschool environment, as measured by the Early Childhood Environmental Rating Scale (ECERS), and (b) child engagement. With disability status controlled for, there was a significant relationship between the co-teacher relationship and one of the program quality measures; quality of the environment. The findings are discussed in terms of implications for teacher preparation.

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