In this article, a metacognitive model designed to promote cooperative instruction among regular education and special education preservice teachers is described. The model includes opportunities for cooperative prelesson planning and postlesson evaluations by the prospective teachers, as well as the actual delivery of instruction to groups of children with learning difficulties. Preliminary data obtained during the first year of the program implementation are presented and discussed. Specific information includes the extent and quality of cooperative planning, instruction, and evaluation during service delivery.
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