Article
Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program
Journal of Higher Education Theory & Practice
(2019)
Abstract
Students who experience educator preparation via cohort-based teaching models find themselves
experiencing the occasionally contrasting dynamics of independence and interdependence on a daily
basis. While the performance of teacher candidates’ work product at the college level is measured
individually through both college-based and independent external assessments, the cohort-based teaching
model is largely dependent upon collaboration, shared experiences, and encourages candidates to view
themselves as part of the whole rather than as individuals pursuing the goal of becoming P-12 teachers.
Keywords
- collaboration,
- cohort,
- teachers,
- independence,
- interdependence
Disciplines
Publication Date
2019
DOI
https://doi.org/10.33423/jhetp.v19i7.2537
Citation Information
Rob Sumowski and Roddran Grimes. "Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program" Journal of Higher Education Theory & Practice Vol. 19 Iss. 7 (2019) p. 119 - 122 Available at: http://works.bepress.com/roddran-grimes/7/