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Rethinking Social Studies Teacher Education in the Twenty-First Century pp 189–206Cite as

Collaboration in Social Studies Teacher Education: Crossing the (Disciplinary) Line

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Abstract

The purpose of this chapter is to provide a rich description of the development, implementation, and evaluation of a course, co-taught by the authors who are Secondary Social Studies and Special Education faculty, focused on the development of effective collaborative skills in teacher candidates. Until this course was developed, Secondary Social Studies teacher candidates in our program did not have any systematic experiences collaborating with other education professionals until student teaching or thereafter. Together, we report our journey from initial concept to implementation, revision, and student outcomes from the course implementation, including: (1) a case study of the development of the relationship between faculty, (2) a study of the first implementation of the course, and (3) a study of the revision and second implementation of the course, as well as student outcomes for each. Finally, we discuss implications and future directions.

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Author information

Authors and Affiliations

  1. Division of Special Education and disAbility Research, George Mason University, Fairfax, VA, USA

    Margaret P. Weiss

  2. Division of Elementary, Literacy, and Secondary Education, George Mason University, Fairfax, VA, USA

    Anthony Pellegrino

Authors
  1. Margaret P. Weiss
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  2. Anthony Pellegrino
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Correspondence to Margaret P. Weiss .

Editor information

Editors and Affiliations

  1. Kent State University, Kent, Ohio, USA

    Alicia R. Crowe

  2. Saint Louis University, St. Louis, Missouri, USA

    Alexander Cuenca

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© 2016 Springer International Publishing Switzerland

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Weiss, M.P., Pellegrino, A. (2016). Collaboration in Social Studies Teacher Education: Crossing the (Disciplinary) Line. In: Crowe, A., Cuenca, A. (eds) Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer, Cham. https://doi.org/10.1007/978-3-319-22939-3_10

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  • DOI: https://doi.org/10.1007/978-3-319-22939-3_10

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-22938-6

  • Online ISBN: 978-3-319-22939-3

  • eBook Packages: EducationEducation (R0)

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