Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program

Authors

  • Robert F. Sumowski Georgia College & State University
  • Roddran Grimes Georgia College & State University

DOI:

https://doi.org/10.33423/jhetp.v19i7.2537

Keywords:

Higher Education, collaboration, cohort, teachers, independence, interdependence, Special Education

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.

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Published

2019-12-18

How to Cite

Sumowski, R. F., & Grimes, R. (2019). Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program. Journal of Higher Education Theory and Practice, 19(7). https://doi.org/10.33423/jhetp.v19i7.2537

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Section

Articles