Collaboration at the post-secondary level.

Abstract

Most of the current work on collaboration pertains to the implementation of co-teaching and the experiences of the teachers using this instructional approach. This study addressed some of those areas previously ignored when examining collaboration: specifically, student perceptions of co-teaching at the university level. In examining the findings of the study, the authors noted that the collaborative model clearly represented a new and unfamiliar approach for both the instructors and students. This deviation from the norm was keenly felt at the post secondary level, where traditional teaching methods are expected. When those expectations change, the results can be uncomfortable and disappointing. Accordingly, a great deal of preparation must take place to unsure that everyone is clear about the tenets of an effective co-teaching model and that such a model is implemented.

Introduction

Recently all the schools of education in the authors' state re-registered their teacher preparation programs. This gave the writers a chance not only to incorporate state guidelines but also to examine specifically what knowledge and skills they considered most important for future teachers to possess. Because of the movement toward a more inclusive model of education, the need for teachers to know and understand collaboration stood out as essential. Although they bad been including extensive discussions and descriptions of collaboration in most of their courses, the authors realized that they had not been modeling it for our students. The authors stressed the components of an effective collaborative model of instruction or co-teaching in meeting the needs of diverse learners, particularly in the inclusive setting. They lectured on the virtues of collaboration while using the traditional single teacher model of instruction (Jones & Morin, 2000). The writers simply were not "practicing what they preached." As a result, many of their pre-service teachers had little, if any, personal experience in a class that used collaborative instruction. To rectify this situation the authors decided to co-teach an introductory course in special education and look at the responses of college students to this instructional method.

Review of Literature

Most of the current work on collaboration pertains largely to the implementation of co-teaching and the experiences of the teachers using this instructional approach (Gerber & Popp, 1999). The literature on collaboration reflects a lack of research on the effectiveness of co-teaching, the perception of students in collaborative settings, and co-teaching at the post-secondary level (Gerber & Popp, 1999, Jones & Morin, 2000). This study addressed some of those areas previously overlooked when examining collaboration, namely, student perceptions of co-teaching at the university level. Due to the lack of research in this area, a brief review of some of the key points already addressed in the literature on collaboration was deemed important.

In examining collaboration, a great deal of attention has been paid to the establishment of co-teaching, including barriers to successful implementation. Idol (1997) offered 15 key questions whose answers she felt help create collaborative schools. These questions span three categories that correspond to the areas in which most of the research on collaboration has concentrated. The first area deals with philosophical concerns presented in this instructional model (Johnson & Pugach, 1996, Lilly, 1989, Vaughn & Schumm, 1995). The next category of study involved the practical mechanics of collaboration such as funding, teacher and parent support, and delivery models (Friend & Bursuck, 1999, Gerber & Popp, 1999, Thomas, Correa, & Morsink, 2001). Lastly, practical matters that affect implementation such as time, teacher roles and responsibilities, student discipline, teacher and student preparation, and monitoring programs were addressed (Friend & Bursuck, 1999, Gerber & Popp, 2000).