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VOL. 6, ISSUE 4 (2021)
Collaborative classroom: Perspectives of regular school teachers and special educators in the volta region
Authors
Ambrose Agbetorwoka
Abstract
The perspectives of regular school teachers and special education teachers were investigated using125 participants. This comprises of 25 special educators 23 itinerant teachers and 77 regular school teachers. The descriptive research design was used. Questionnaires were used to collect data. Demographic data were analysed using percentages. Descriptive statistics were used to analyse the data. The mean and the Standard Deviation were used to interpret the data. The result showed that in collaborative teaching, teachers ask questions at a variety of levels to meet all students' needs, the instructions progresses smoothly with evidence of co-planning and communication between both teachers.Students participate in lesson activities by both answering and asking questions. Also, the results revealed that teachers face a challenge with inadequate meeting space, increase in workload and Personal and philosophical conflicts in teaching. It was recommended that the Ministry of Education in collaboration with District Assemblies should provide more classrooms with enough space in schools for collaborative teaching; teachers should schedule adequate time for to plan collaboratively taking into consideration their respective challenges.
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Pages:36-45
How to cite this article:
Ambrose Agbetorwoka "Collaborative classroom: Perspectives of regular school teachers and special educators in the volta region ". International Journal of Advanced Education and Research, Vol 6, Issue 4, 2021, Pages 36-45
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