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Jimenez-Sanchez C, Antia S. Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers. J Deaf Stud Deaf Educ. 1999;4(3):215-24doi: 10.1093/deafed/4.3.215.
Jimenez-Sanchez, C., & Antia, S. (1999). Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers. Journal of deaf studies and deaf education, 4(3), 215-24. https://doi.org/10.1093/deafed/4.3.215
Jimenez-Sanchez, C, and Antia, S. "Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers." Journal of deaf studies and deaf education vol. 4,3 (1999): 215-24. doi: https://doi.org/10.1093/deafed/4.3.215
Jimenez-Sanchez C, Antia S. Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers. J Deaf Stud Deaf Educ. 1999;4(3):215-24. doi: 10.1093/deafed/4.3.215. PMID: 15579889.
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J Deaf Stud Deaf Educ. 1999;4(3):215-24. doi: 10.1093/deafed/4.3.215.

Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers.

Journal of deaf studies and deaf education

C Jimenez-Sanchez, S Antia

Affiliations

  1. University of Arizona, College of Education, PO Box 210069, Tucson, AZ 85721-3821, USA.

PMID: 15579889 DOI: 10.1093/deafed/4.3.215

Abstract

This study examined the perceptions of teams of two teachers, one deaf and one hearing, team-teaching students who are deaf and hard-of-hearing (D/HH) in co-enrolled classrooms. Five teachers who had worked in teams and their supervisor were interviewed about their team-teaching experiences and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed, and analyzed. From the interview data, four main categories were identified: (1) philosophy of education, (2) perception of roles, (3) benefits of team-teaching, and (4) challenges. Findings revealed that team-teaching in co-enrolled classrooms gave all students access to their own and each other's cultures, languages, and social identities; deaf and hearing people were seen to have equality of status and students who are D/HH were seen to benefit from teachers' high expectations.

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