Abstract
We examined co-teaching in secondary classrooms by interviewing and observing special education teachers in co-taught and special education classrooms. Using qualitative methods and a grounded theory (constant—comparative) method of data analysis, we identified salient, recurrent patterns that suggested a description of co-teaching definitions, roles, and instructional actions and then compared this description to roles and actions in special education classrooms. We found that special educators take on various roles when co-teaching that are different from the roles that they reportedly assume when they are teaching in special education classrooms; the differences between these roles are influenced by personal definitions of co-teaching and perceived pressures from the classroom, administration, and professional community. During co-taught classes, special educators may simply provide support for students in the general education classroom, teach the same content in a separate classroom, teach a separate part of the content in the same classroom, or teach as a team with the general educator. In co-teaching situations, teachers engaged in actions that helped students get through assignments and instruction given to the entire class. In special education classrooms, however, special educators engaged in different strategic and explicit forms of these actions.