The Road to Collaborative and Integrated Education: Success and Struggle in a University Classroom
Digital Object Identifier (DOI)
Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.
Was this content written or created while at USF?
Citation / Publisher Attribution
The Teacher Educator, v. 32, issue 3, p. 135-151
Scholar Commons Citation
Cruz, Bárbara C. and Zaragoza, Nina, "The Road to Collaborative and Integrated Education: Success and Struggle in a University Classroom" (1997). Social Science Education Faculty Publications. 41.