Abstract
Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students’ perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university. Multiple sources of data were collected. Ultimately, modelling collaboration and a positive attitude toward disability, collaboration, and inclusion provided professors an opportunity to help guide and shape pre-service teachers’ attitudes.
Recommended Citation
Drescher, T. (2017). The Potential of Modelling Co-Teaching in Pre-Service Education. Journal of University Teaching & Learning Practice, 14(3). https://doi.org/10.53761/1.14.3.7
