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The purpose of this study was to observe the changes of early childhood inclusive classroom teachers" co-teaching performance in a teacher support program for collaborative inclusive education. A teacher support program for collaborative inclusive education developed by Yang jin-hee(2008) was used i...

The purpose of this study was to observe the changes of early childhood inclusive classroom teachers" co-teaching performance in a teacher support program for collaborative inclusive education. A teacher support program for collaborative inclusive education developed by Yang jin-hee(2008) was used in this study. This study was conducted with the collaboration of the team of 6 co-teachers including general and special education teachers for the period of 15 weeks. The materials were collected through the in-depth interviews of co-teachers related to the changes in co-teaching performance. The collected materials were classified and arranged by the purposes. The result of this study were as follows: Frist, the philosophy and belief on co-teaching performance of co-teachers in early childhood inclusive classroom was changed to mutual confidence and trust between the co-teachers. The co-teachers shared communication techniques on overall aspects about co-teaching. Second, the thought on role and the responsibility of co-teachers in early childhood inclusive classroom was changed to the designation of the role and the establishment of the limit of responsibility. The co-teachers shared the method of trouble-shooting on overall aspects about co-teaching. This study discussed the important supporting systems that are responsive to the requests of instructors while co-teaching with co-teachers.

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