A Pilot Project Investigating the Influence of a Collaborative Methods Course on Preservice Elementary Education Teachers

Abstract

This pilot project examined the extent to which instruction in the use of collaborative skills and learning characteristics of students with mild disabilities (MD) influenced preservice elementary education teachers' attitudes toward students with MD, and their knowledge of students' learning characteristics, and their instructional planning. Although both experimental and control groups studied the same methods curriculum, the experimental group received their instruction in a combined, team-taught course that offered additional instruction in collaborative skills and learning characteristics of students with MD. Results indicated no differences in attitude or knowledge of learning characteristics. However, posttest data indicated that the control group emphasized classroom managementlbehavior, instructional materials, and global cognitive characteristics while the experimeutal group emphasized lesson plans, instructional processes, and specific academic non-readiness skills.