Review of Article: Enhancing Teacher Competency through Co-Teaching

This report provides a comprehensive review of an article that discusses the importance of enhancing teacher competency through co-teaching and embedded professional development, particularly in the context of special and general education. The article highlights the integration of co-teaching and professional development, known as CoPD, as a qualitative approach to improve teacher skills and knowledge. The review covers the research methodology, which involves interview analysis and focused coding, as well as the findings, which indicate that teachers found teamwork beneficial. The report also discusses the implications of the CoPD model, emphasizing its potential to improve educational settings by supporting all students and providing professional development to teachers. The article references key studies and concludes with the positive impacts and future scope of the model in improving the education of both general and special needs students.

Running head: REVIEW OF ARTICLE
Review of Article
Name of the Student
Name of the University
Author’s Note:

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REVIEW OF ARTICLE
Enhancing Teacher Competency through Co-Teaching and Embedded Professional
Development
Purpose and Methodology: The professional development of the teachers of special
as well as general education is extremely important for the disabled students (Shaffer &
Thomas-Brown, 2015). The research paper discusses about a typical qualitative approach for
testing the practical foundations for the integration of embedded professional development
and co-teaching. This qualitative approach is known as CoPD or Co-teaching Professional
Development.
Discussion or Implications: According to the No Child Left Behind Act of 2001, all
students with disabilities have equal right to access education with general students. Due to
this, many classrooms have started to amalgamate general and special students (Cheng,
2014). The teachers are trained in such a manner that they can easily handle both of the
categories. Co-teaching is the approach, where special and general teachers work together
jointly for teaching purpose.
PD or professional development is the approach to give training to the teachers for
meeting the expectations or subject content standards. It also focuses on the student
behaviour. Seminars and workshops are held on professional development for providing
training to the teachers.
CoPD model is the integration of co-teaching and professional development that helps
to address all the requirements of disabled as well as general students (Shaffer & Thomas-
Brown, 2015). The embedded professional development or EPD in CoPD model is solely
facilitated by the procedure of co-teaching that enables the teacher of special students to share
the skills or knowledge with the general teacher.

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REVIEW OF ARTICLE
The data analysis of CoPD is done by interview analysis, focused coding, codes and
categories creation and establishment of trustworthiness. The results of this model were
extremely critical (Shaffer & Thomas-Brown, 2015). It was seen that the teachers had
enjoyed teamwork within the co-teachers and the model was termed as successful.
This model has the potential in enhancing the educational settings by simply giving
support to every student and by providing PD to the teachers. In the future, this model can
bring exclusive changes in the education of general and special students and provide them
with better scope.

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REVIEW OF ARTICLE
References
Cheng, E. C. (2014). Learning study: nurturing the instructional design and teaching
competency of pre-service teachers. Asia-Pacific Journal of Teacher
Education, 42(1), 51-66.
Shaffer, L., & Thomas-Brown, K. (2015). Enhancing teacher competency through co-
teaching and embedded professional development. Journal of Education and Training
Studies, 3(3), 117-125.