Constructing A New Model For Teacher Preparation: A Collaborative Approach

Abstract

Legislative changes over the past several decades have led to an increase of students with disabilities in general education classrooms. Although teacher preparation has changed to include more content about diversity and disability, student achievement data suggest that though students with disabilities have been physically included in classrooms, teachers may not be prepared to provide access to content for these learners. The authors argue for a shift in teacher preparation to a more collaborative approach beginning with ourselves as teacher educators. A framework for increased and purposeful collaboration across stakeholders is provided that incorporates context, self-assessment, a critical review of collaborative efforts, action planning, and evaluation.

Publication Date

5-4-2015

Publication Title

Action in Teacher Education

Volume

37

Issue

3

Number of Pages

238-250

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/01626620.2015.1048008

Socpus ID

85056866243 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85056866243

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