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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Interdisciplinary Teaming in Teacher Preparation

Patricia S. Miller

Department of Special Education, School of Education, Cecil St., North Carolina Central University, Durham, North Carolina 27707

Vicki D. Stayton

Department of Special Instructional Programs1 Big Red Way, Western Kentucky University, Bowling Green, KY 42101

Interdisciplinary teaming has been described as the pivotal component of blended, interdisciplinary teacher preparation for early childhood. A survey was conducted as a second national examination of the practices of faculty teams in blended teacher preparation programs. A time intensive search using diverse mechanisms and sources led to the nomination of 55 potential participant programs. A final pool of 24 teacher education programs in 12 states met a specific definition for the blended approach to teacher preparation. Programs had been in operation from 1 to 12 years. Results revealed that characteristics and practices of teams have remained consistent over the last 6 years and, thus, can be described as current practice. Findings supported conclusions that frequency of team meetings is related to effectiveness and to interpersonal relationships among team members. Results confirmed that barriers to interdisciplinary teaming in higher education are related primarily to the culture of the workplace. Major findings were instrumental in constructing a set of recommendations for interdisciplinary teaming that address significant barriers.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 29, No. 1, 56-68 (2006)
DOI: 10.1177/088840640602900107
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