Journal
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
Volume 65, Issue 3, Pages 425-436Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00313831.2019.1705902
Keywords
Co-teaching; co-teaching relationship; sense of belonging; teacher stories; method of empathy-based stories
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The study reveals that teachers' sense of belonging in co-teaching is constructed through three dimensions: work practices, mutual relationship, and individual characteristics. This micro-level perspective demonstrates how sense of belonging is built between two co-teachers.
The aim of this article was to examine primary school teachers' perceptions about their sense of belonging in co-teaching. We were particularly interested in investigating the factors which enhance or hinder teachers' sense of belonging in their co-teaching relationships. The data were collected using the method of empathy-based stories (MEBS) consisting of frame stories with a variation in whether a co-teaching situation was experienced as positive or negative. Qualitative analysis of the stories revealed that teachers' sense of belonging was constructed through three dimensions: (1) teachers' work practices, (2) mutual relationship, and (3) individual characteristics. The findings contribute to the literature by demonstrating that a sense of belonging in co-teaching is a multidimensional phenomenon that is built in a close collegial relationship between teachers. The study adds a new micro-level perspective on how teachers' sense of belonging is constructed between two co-teachers.
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