Learning from Collaboration: The Role of Teacher Qualities

In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at i...

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Bibliographic Details
Published in:Exceptional children 2006, Vol.72 (2), p.169-185
Main Authors: Brownell, Mary T., Adams, Alyson, Sindelar, Paul, Waldron, Nancy, Vanhover, Stephanie
Format: Article
Language:English
Subjects:
Biological and medical sciences
Case Studies
Classroom Techniques
Cooperation
Disabilities
Disabled students
Education
Educational Change
Educational psychology
Educational reform
Elementary School Teachers
Exceptional children
Faculty Development
Fundamental and applied biological sciences. Psychology
Inclusive Schools
Learning Processes
Professional development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Regular and Special Education Relationship
Special education teachers
Special Needs Students
Student Needs
Teacher
Teacher Collaboration
Teachers
Teaching Methods
Teamwork
Urban Schools
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Summary:In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with disabilities. Although sustainability studies suggest that teachers benefit from such collaboration, evidence also demonstrates that they profit differently. This study examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not. Findings revealed differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction, as well as differences in ability to reflect on and adapt instruction. Implications for improving professional collaboration in schools are provided.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290607200203