This study examined the practical foundations of a Co-teaching Professional Development (CoPD) model in an inclusive social studies classroom. Findings indicate that: 1) CoPD offers a suitable approach to supporting teachers and students with disabilities; 2) teamwork is critical to the CoPD model; and 3) the role of each professional in the inclusive classroom (general and special educators) needs to be acknowledged.
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.