Team-Based Collaborative Practices: Inclusion, EPP, Pre-Service Teachers, and Families

Team-Based Collaborative Practices: Inclusion, EPP, Pre-Service Teachers, and Families

Wendi Marissa Dunham, Kimberly K. Floyd, Debra Lockwood, Jennifer McFarland-Whisman
Copyright: © 2022 |Pages: 13
DOI: 10.4018/978-1-6684-3443-7.ch001
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

Collaboration is a team-based professional partnership in which structured but shared problem-solving processes are used to reach a common goal. This chapter highlights theoretical frameworks and collaboration models. Barriers to communication are discussed as well as various collaboration models. Project-based collaboration is described as well as ways to be effective within this model. Case-based learning collaboration is also discussed. A final evidence-based model for collaboration in communities of practice that can supplement based on case-based instruction using teacher discussion and participatory learning is presented. Communities of practice have been defined by Kirchnera and Laib as environments where individuals who share common interests regarding a problem or subject exchange ideas, develop solutions, and construct knowledge as part of an ongoing social learning process that occurs over a long period of time.
Chapter Preview
Top

Collaboration Insights

Collaborative effectiveness is grounded in the concept of collaborative parity which is the belief that all contributions made by individuals are equally valued and important to the overall professional collaborative effort (Friend & Bursuck, 2015). Professional collaborative contributions may differ significantly as each participant brings their personal knowledge of the student/situation, educational expertise, and background experiences to the table. Teachers who do not have firsthand experiences with inclusive practices often benefit from collaboration where modeling experiences with special education teachers and witnessing their success provide better results when implementing inclusive practices (Katush, Duchnowski, & Lynn, 2009). Inexperienced teachers participating in a collaborative meeting often feel they have insufficient expertise about the student/situation discussed or that their background knowledge or experiences are not applicable; however, this does not mean that contributions or proposed ideas are not valuable (Friend & Bursuck, 2015; Waldron & McLeskey, 2010).

Complete Chapter List

Search this Book:
Reset