In the article Exploring personality differences of teachers for co-teaching, Simpson et al (2014) outline the differences in personality among teachers for the concept of co-teaching. The research is an extension of previous research that focused on the collaborative aspects of teaching. In the current research, the authors go a step further by looking at the potential impacts of difference in personality among teachers on the concept of co-teaching. It borrows from past literature on the topic of co-teaching and collaborative processes of teaching. In addition, the research builds on the concept of co-teaching by venturing into a field that was rarely addressed in the past. Ultimately, the research contributes to the literature and provides implementable recommendation in both policy and practical spheres of application.

The research can be termed as highly effective in the definition of the co-teaching concept. In fact, the authors start the paper by giving enough background information on the topic including the impacts of the concept on learning. It appreciates the fact that co-teaching is an effective method in meeting the needs of students with disabilities. In addition, it provides support compelling the need to use the concept following the legal requirement that students with disabilities be taught in the general education setting. The concept of co-teaching is identified as the method of incorporating general and special education teachers in administering education to students with disabilities. The concept dictates that the co-teachers share in the responsibility of advancing education to the students in the specific class. The use of the concept is also traced from way back in 1989 when the term was first proposed in a paper. In its original form, co-teaching was defined as the presence of two or more teachers delivering instruction to diverse student groups within a classroom setting. The background information discussed not only provides a clear definition of the concept but also helps in understanding the rationale behind its application.

The paper further tracks the evolution of the co-teaching concept and its implementation in different eras. The paper asserts that the methods of co-teaching have undergone changes in recent years following changes in student requirements. Today, the definition of the concept is widely regarded as the presence of two teachers within a single classroom having a contractual sharing of responsibility in terms of instruction to a diverse group of students (Simpson et al, 2014). The paper also defines the concept of collaboration and the differences between the two terms. Although co-teaching is intended to be collaborative, it is not always the case and the two terms cannot be used interchangeably. It is a review of existing literature in deriving the meaning of co-teaching and the process of its implementation in different settings. The effectiveness of the concept is largely drawn from the idea that inclusive environments are beneficial to students in the long run.

Furthermore, the paper outlines the different indices through which teachers can be assessed on their basic preferences and personality types.  The effectiveness of these indices in identifying the best teacher combination is also discussed. Also, the effects of the different teacher combinations based on their personality types are also analyzed in detail. The paper identifies the impacts of each of these combinations with regard to the concept of co-teaching. In the end, the paper is effective in communicating the concept of co-teaching and its evolution over time. The paper also shows parity in communicating the propositions for and against the practice of co-teaching among students with disabilities. While the concept is beneficial in improving performance, there are instances where it results in negative implications. By focusing on both positive and negative aspects of the concept, the paper attains a rare balance. In conclusion, the paper asserts that co-teaching is a powerful tool in teaching effectively.

Reference

Simpson, J. F., Thurston, R. J., & James, L. E. (2014). Exploring Personality Differences of Teachers for Co-teaching. Journal of Instructional Psychology, 41.

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