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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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Effects of Modeling Collaborative Teaching for Pre-Service Teachers

Kristin K. Stang

California State University, Fullerton

Barbara M. Lyons

California State University, Fullerton

In this article, the authors examine pre-service special education teacher reaction to and experience in a collaboratively taught higher education course. Forty-three full-time postbaccalaureate students participate in a course designed to examine critical issues in special education, taught by two faculty members, one specializing in mild and moderate disabilities and the other in moderate and severe disabilities. Pre-service teachers respond to a survey about their knowledge and comfort with co-teaching. Data are collected and analyzed both quantitatively and qualitatively. Three qualitative themes regarding participants' perceptions of skills affecting co-teaching emerge: interpersonal skills, collaborative skills, and instructional issues. Overall, participant knowledge of co-teaching increase and faculty modeling of co-teaching is reported as the most valuable contributing factor.

Key Words: co-teaching • collaboration • pre-service teacher training • modeling • special education/teacher education

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 31, No. 3, 182-194 (2008)
DOI: 10.1177/0888406408330632
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