Session Information
04 SES 03, Collaboration between Professionals
Paper Session
Contribution
Classroom management issues seem to be one of the main stressors for teachers (see Clunies-Ross, Little & Kienhuis 2008; Jacobsson, Pousette & Thylefors 2001). The situation can be eased through collaborative teaching where two teachers (usually general and special educators) teach all students in inclusive classrooms. Earlier research suggests that teachers experience the collaboration as having strengthened their self-efficacy in classroom management (Austin 2001; Trent 1998). Collaborative teaching is a relatively new field, however, with only little empirical work.
This paper aims at exploring the interaction between two teachers in the context of classroom management practices, i.e. the focus is on the sequences in which both teachers intervene together in students’ disruptive behavior. The purpose is to identify ways in which role distribution in classroom management is locally accomplished and organized (see Bailey et al 2006, Housley 1999). The specific focus will be on examples which contain tensions between leadership and partnership practice in classroom management.
Method
Expected Outcomes
References
Austin, V. L. 2001. Teachers’ beliefs about co-teaching. Remedial and Special Education 22 (4), 245 – 255. Bailey, N., Housley, W. & Belcher, P. 2006. Navigation, interaction and bridge team work. The Sociological Review 54, 342 – 362. Clunies-Ross, P., Little, E. & Kienhuis, M. 2008. Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology 28 (6), 693 – 710. Heritage, J. 2005. Conversation analysis and institutional talk. In K. L. Fitch & R. E. Sanders (Eds.) Handbook of language and social interaction. Mahwah, New Jersey: Lawrence Erlbaum. Housley, W. 1999. Role as an interactional device and resource in multidisciplinary team meetings. Sociological Research Online 4 (3), 1 – 16. Jacobsson, C., Pousette, A. & Thylefors, I. 2001. Managing stress and feelings of mastery among Swedish comprehensive school teachers. Scandinavian Journal of Educational Research 45 (1), 37 – 53. Trent, S. C. 1998. False starts and other dilemmas of a secondary general education collaborative teacher: a case study. Journal of Learning Disabilities 31 (5), 503 – 513.
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