Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together

Autor/inn/en	Weiss, Margaret P.; Pellegrino, Anthony; Brigham, Frederick J.
Titel	Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together
Quelle	In: Teacher Education and Special Education, 40 (2017) 1, S.65-76 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416655457
Schlagwörter	Teacher Collaboration; Inclusion; Disabilities; Teacher Education Programs; Preservice Teachers; Special Education; Concept Mapping; Statistical Analysis; Qualitative Research; Team Teaching; Regular and Special Education Relationship; Graduate Students; Masters Programs; Social Studies + Suchen Sie Ihr Suchwort? Lehrerkooperation; Inklusion; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Concept Map; Statistische Analyse; Qualitative Forschung; Teamteaching; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Gemeinschaftskunde
Abstract	Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may require coursework in collaboration but that coursework may exclude candidates from any other programs. In this article, we describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education. Candidates in both groups constructed pre- and post-course concept maps about collaboration. We conducted both quantitative and qualitative analyses to determine depth, breadth, and complexity of understanding of collaboration as well as growth in these areas. Findings and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01