In this article, teacher education faculty of a medium-size university, historically grounded in teacher preparation within a rural context, describe their ongoing work to transform their practice in order to prepare special and general educators who co-plan, co-teach, and co-assess with their counterparts in the field. Follow-up research with their graduates revealed insights into the impact of a collaborative preparation model on teachers and students and suggested positive effects on teacher retention problems. These insights inform their continuing program transformation and their recommendations for the field of teacher preparation.
AltieriE. M., ColleyK. M., & DanielL. S. (2008). Project MERGE: Merging expertise for results in general education. H325T080047 Special Education Training Improvement Grant, Funded by the U.S.D.O.E., Office of Special Education Programs.
BillingsleyB. S. (2004). Special education teacher retention and attrition: A critical review of the literature. Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
4.
BlantonL. P., & PugachM. C. (2007). Collaborative programs in general and special teacher education: An action guide for higher education and state policymakers. Washington, DC: Council of Chief State School Officers. Retrieved from http://www.aacte.org/index.php?/Traditional-Media/Resources/
5.
BrownellM. T., GriffinC., LekoM. M., & StephensJ. (2011). Improving collaborative teacher education research: Creating tighter linkages.Teacher Education and Special Education, 34, 235–249.
6.
ChristensenC. (1996). Disabled, handicapped or disordered: “What's in a name?” In ChristensenC. and RizviF. (Eds.), Disability and the dilemmas of education and justice (pp. 63–78). Philadelphia, PA: Open University Press.
7.
GoeL., & CoggshallJ. (2007). The teacher preparation-teacher practices-student outcomes relationships in special education: Missing links and new connections.TQ Research and Policy Brief. Retrieved from http://eric.ed.gov/?id=ED520770
PugachM.C., BlantonL.P., & CorreaV.I. (2011). A historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students.Teacher Education and Special Education, 34(3), 183–200. doi: 10.1177/0888406411406141
ScruggsT. E., MastropieriM. A. & McDuffieK. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research.Exceptional Children, 73(4), 392–416.
14.
ShankM. J. (2005). Common space, common time, common work.Educational Leadership, 62(8), 16.
Virginia Department of Education [VDOE], Division of Teacher Education and Licensure. (2006, November). Report on supply and demand of instructional personnel in Virginia: 2006-2007. Richmond, VA: Author.
