Learning from Collaboration: The Role of Teacher Qualities
- 1 January 2006
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 72 (2), 169-185
- https://doi.org/10.1177/001440290607200203
Abstract
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.Keywords
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