Learning from Collaboration: The Role of Teacher Qualities

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.

The Handicraft Teachers´ Habits in Choosing and Using Courses of Continuing Education

“…Brownell successful teachers learn from each other (Brownell et al, 2006). The third major form of self-improvement noted was there consulting with colleagues (19 %).…”

“…Also, being a teacher is tightly connected to education, taking place in the relations with the student, where personal behaviour of the teacher has major role (Brownell et al, 2006; Loogma, Keskula, Roospold, 2010; Lofstrom et al, 2010;Wilkins, 2014). Creating a sense of self as a professional is an important stage in developing an effective teacher (Thomas, Beauchamp, 2007).…”

Educational Considerations, vol. 42(1) Full Issue

“…Although it is unrealistic (and unnecessary) to expect all partners to assume multiple roles within the PDS, it would be advantageous to offer university faculty diverse opportunities to collaborate closely with cooperating teachers and clinical instructors, provide professional development for teachers, and supervise interns as we recognize that collaboration is an essential component in promoting teacher growth (Brownell, Adams, Sindelar, Waldron, & Vanhover, 2006). Similarly, teachers and administrators should have opportunities to share their expertise in new and innovative educational trends with university faculty members and preservice teachers.…”

Students With Learning Disabilities

“…These practices warrant caution as it implies that most educators are highly skilled and knowledgeable about providing effective instruction for students with LD while ensuring their access to the general curriculum. In fact, research demonstrates that special educators sometimes do not have the knowledge, skills, or desire to implement research-based instructional practices, often provide undifferentiated instruction, and have limited collaboration skills (Boardman et al, 2005;Brownell et al, 2006;Moody et al, 2000).…”