ABSTRACT

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers’ workload in inclusive settings and benefit both teachers and students.

摘要

全球教师正面临着越来越多样化的教室。为了有效地支持所有学生，老师需要了解他们的学生。从教师学习和全纳教育的文献中，我们探索了教师如何在共同教学的背景下学会认识自己的学生。对五个共同教学团队的访谈和日记进行的分析表明，教师通过观察学生并从他们的共同教学伙伴那里获取知识并与他们共同构建知识，从而在共同学习的课堂上了解了他们的学生。此外，教师的学习导致对学生的共同责任和对学生多样性的更好理解。因此，分享学生的知识可以减轻教师在包容性环境中的工作量，并有益于老师和学生。