Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program
Journal of Higher Education Theory & Practice
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.
Sumowski, Rob and Grimes, Roddran, "Independence Meets Interdependence within a Cohort Model of a Special Education Teacher Preparation Program" (2019). Teacher Education Faculty Scholarship. 5.