Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may…

This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school- and university-based educators and district…

The relation between items assessing knowledge about educating students with disabilities and the Tschannen-Moran and Hoy's Teachers' Sense of Efficacy Scale (TSES; 2001) was explored for 140 preservice, general education teachers using biserial correlation coefficients and a multiple regression equation. From the data collected, 8 correlations…

Coteaching has two important but different applications in schools. First, coteaching between in-service general and special educators provides support for students with disabilities included in general education settings. Second, coteaching between cooperating or mentor teachers and their student teachers provides support for student teachers in…

Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there has been emphasis on co-teaching as a method to comply with this mandate. Co-teaching is a technique geared at utilizing a special education teacher and a content area…

This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students…

This mixed-method descriptive pilot investigation addressed co-teaching as an inclusive school practice for special education teacher candidates at Sebastian Kolowa Memorial University (SEKOMU) in Tanzania. The investigation results, though preliminary, indicate that course content and instruction in co-teaching had a positive impact on the…

Within the educational research community, there have been a growing number of published research studies in teacher education that adopt a self-study approach. Researchers suggests that self-study in teacher education has the potential to animate the idea of teaching as reflection, model an inquiry-based approach to pedagogy, and generate rich…

Through a mixed-methods study, teacher education faculty members investigated the implementation of a new block of courses and an associated secondary clinical experience designed to prepare preservice secondary special educators. Seventy-three preservice candidates (a) completed then-and-now surveys assessing their confidence implementing 25…

In this paper, the literature related to collaboration in teacher education programmes is reviewed. The authors discuss the benefits for teacher educators who collaboratively plan and develop team-taught coursework and monitor the impact of their collaboratively developed pedagogy. Gaps in the current knowledge and research are delineated, and…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]