Abstract
Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students’ perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university. Multiple sources of data were collected. Ultimately, modelling collaboration and a positive attitude toward disability, collaboration, and inclusion provided professors an opportunity to help guide and shape pre-service teachers’ attitudes.
Publisher
Office of the Academic Executive Director, University of Tasmania
Cited by
5 articles.
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