Learning to Collaborate: General and Special Educators in Teacher Education

Autor/inn/en	Pellegrino, Anthony; Weiss, Margaret; Regan, Kelley
Titel	Learning to Collaborate: General and Special Educators in Teacher Education
Quelle	In: Teacher Educator, 50 (2015) 3, S.187-202 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2015.1038494
Schlagwörter	Teacher Education; Special Education Teachers; Regular and Special Education Relationship; Teacher Collaboration; Case Studies; Secondary School Teachers; Partnerships in Education; Knowledge Base for Teaching; Models; Definitions; Context Effect; Course Descriptions; Questionnaires; Journal Writing; Classroom Observation Techniques; Team Teaching; Group Dynamics; Cooperation; Cooperative Planning; Preservice Teachers; Preservice Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Analogiemodell; Begriffsbestimmung; Kursstrukturplan; Fragebogen; Zeitschriftenaufsatz; Teamteaching; Gruppendynamik; Co-operation; Kooperation; Lehramtsstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	One of the foremost challenges for K-12 teachers is to provide relevant learning experiences in an environment of increasing accountability and student diversity. This balance is particularly consequential for students with disabilities who rely on special and general education teachers to ensure access to and success within the general curriculum. Teacher collaboration has been viewed as a critical part of the equation to help meet the needs of those learners. In this article, we present a case study from a course codeveloped and cotaught by secondary and special education faculty working in a teacher preparation program. Findings indicate that the teacher candidates with whom we worked showed a more complex sense of collaboration and recognition of critical elements of successful collaborative partnerships at the conclusion of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01