Abstract
The purpose of this chapter is to provide a rich description of the development, implementation, and evaluation of a course, co-taught by the authors who are Secondary Social Studies and Special Education faculty, focused on the development of effective collaborative skills in teacher candidates. Until this course was developed, Secondary Social Studies teacher candidates in our program did not have any systematic experiences collaborating with other education professionals until student teaching or thereafter. Together, we report our journey from initial concept to implementation, revision, and student outcomes from the course implementation, including: (1) a case study of the development of the relationship between faculty, (2) a study of the first implementation of the course, and (3) a study of the revision and second implementation of the course, as well as student outcomes for each. Finally, we discuss implications and future directions.
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Weiss, M.P., Pellegrino, A. (2016). Collaboration in Social Studies Teacher Education: Crossing the (Disciplinary) Line. In: Crowe, A., Cuenca, A. (eds) Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer, Cham. https://doi.org/10.1007/978-3-319-22939-3_10
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DOI: https://doi.org/10.1007/978-3-319-22939-3_10
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