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Journal of Teacher Education
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Do as We Say and as We Do

Teaching and Modeling Collaborative Practice in the University Classroom

Paula Kluth

Syracuse University

Diana Straut

Syracuse University

Researchers contend that to be effective in collaborative work, teachers need opportunities to practice and learn about shared decision making, communication, and planning. For this reason and countless others, teacher-preparation programs have recently been called on to include models of collaboration in their programs. This article provides a description of one collaborative partnership between a special education professor and a general education professor. Our program description specifically highlights the integration of two college courses: Academic Curricular Adaptations and Elementary Social Studies Methods and Curriculum. In this article, we have included details about our coteaching model as well as information related to our integrated curriculum and assessments. We also offer recommendations for those considering the implementation of coteaching partnerships and collaborative models in higher education institutions.

Key Words: university coteaching • teaming • collaboration • inclusive schooling

Journal of Teacher Education, Vol. 54, No. 3, 228-240 (2003)
DOI: 10.1177/0022487103054003005
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This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
K. K. Stang and B. M. Lyons
Effects of Modeling Collaborative Teaching for Pre-Service Teachers
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, August 1, 2008; 31(3): 182 - 194.
[Abstract] [PDF]