Dance Lessons: Preparing Preservice Teachers for Coteaching Partnerships

Autor/inn/en	Parker, Audra; McHatton, Patricia Alvarez; Allen, Diedre; Rosa, Leila
Titel	Dance Lessons: Preparing Preservice Teachers for Coteaching Partnerships
Quelle	In: Action in Teacher Education, 32 (2010) 1, S.26-38 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Federal Legislation; Access to Education; Disabilities; Elementary Secondary Education; Team Teaching; Preservice Teacher Education; Student Needs; Interdisciplinary Approach; Web Sites; Electronic Publishing; Reflective Teaching; Field Experience Programs; Teacher Educators; Special Education; Elementary Education; Preservice Teachers + Suchen Sie Ihr Suchwort? Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Web-Design; Elektronisches Publizieren; Praxisnahes Lernen; Teacher education; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht
Abstract	Federal legislation (Individuals With Disabilities Education Improvement Act, No Child Left Behind) mandates access to the general education curriculum for students with disabilities. As a response, K-12 schools are moving to coteaching models with increased frequency (National Center for Education Statistics, 2008). However, preservice teachers have not been adequately prepared for collaborative teaching in these inclusive classrooms (Dieker & Murawski, 2003; Fennick & Liddy, 2001). To address this disconnect, we participated in an interdisciplinary, cross-departmental collaboration to create shared course and field experiences for a mixed group of special education and elementary education preservice teachers. Using our blogs, reflections, personal observations, meeting notes, and recorded discussions along with students' reflections and course assignments, we provide an analysis of the experience and implications for teacher educators. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10