Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform

Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform

Introduces a special journal issue discussing the issue of preservice teacher preparation across general and special education. The purpose of this special issue is to move beyond what appears to be a surface acceptance of collaboration and dual certification in teacher education as inherently good...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Teacher education and special education 2011-08, Vol.34 (3), p.181-182
Hauptverfasser: Pugach, Marleen C., Blanton, Linda P.
Format: Artikel
Sprache:eng
Schlagworte:
Certification
Preservice training
Professional training
Reforms
Work roles
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 182
container_issue 3
container_start_page 181
container_title Teacher education and special education
container_volume 34
creator Pugach, Marleen C.
Blanton, Linda P.
description Introduces a special journal issue discussing the issue of preservice teacher preparation across general and special education. The purpose of this special issue is to move beyond what appears to be a surface acceptance of collaboration and dual certification in teacher education as inherently good practices and provide a critical perspective on this trend and the assumptions that are driving it. [Reprinted by permission of Sage Publications Inc., copyright holder.]
doi_str_mv 10.1177/0888406411409015
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1018378185</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sage_id>10.1177_0888406411409015</sage_id><sourcerecordid>1018378185</sourcerecordid><originalsourceid>FETCH-LOGICAL-c1595-a128f062177cd22fb181ef9857c5ffdd84de3ec66d02980b32692b949ddb6fb23</originalsourceid><addsrcrecordid>eNp1kDFPwzAQhS0EEqWwM3pkCfgcJ7FHVBWoBEIqZY4c-9ymSu1iJwP_nkRlQmK6k973Tu8eIbfA7gGq6oFJKQUrBYBgikFxRmaghMiEyuGczCY5m_RLcpXSnjEmWFHOyMfK9xhj2Oq-9Vva75C-ofbTHhxdhK7TTYijGDzV3tJVn-g6dEhbTzeozQ4jXdrBnIg1uhAP1-TC6S7hze-ck8-n5Wbxkr2-P68Wj6-ZgUIVmQYuHSv5mN5Yzl0DEtApWVSmcM5aKSzmaMrSMq4ka3JeKt4ooaxtStfwfE7uTnePMXwNmPr60CaDY2SPYUg1MJB5JUEWI8pOqIkhpYiuPsb2oOP3CNVTf_Xf_kZLdrIkvcV6H4box2f-538A0URu5g</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1018378185</pqid></control><display><type>article</type><title>Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform</title><source>SAGE Complete</source><source>Applied Social Sciences Index &amp; Abstracts (ASSIA)</source><source>Education Source</source><creator>Pugach, Marleen C. ; Blanton, Linda P.</creator><creatorcontrib>Pugach, Marleen C. ; Blanton, Linda P.</creatorcontrib><description>Introduces a special journal issue discussing the issue of preservice teacher preparation across general and special education. The purpose of this special issue is to move beyond what appears to be a surface acceptance of collaboration and dual certification in teacher education as inherently good practices and provide a critical perspective on this trend and the assumptions that are driving it. [Reprinted by permission of Sage Publications Inc., copyright holder.]</description><identifier>ISSN: 0888-4064</identifier><identifier>EISSN: 1944-4931</identifier><identifier>DOI: 10.1177/0888406411409015</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Certification ; Preservice training ; Professional training ; Reforms ; Work roles</subject><ispartof>Teacher education and special education, 2011-08, Vol.34 (3), p.181-182</ispartof><rights>2011 Teacher Education Division of the Council of Exceptional Children</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c1595-a128f062177cd22fb181ef9857c5ffdd84de3ec66d02980b32692b949ddb6fb23</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0888406411409015$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0888406411409015$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21799,27903,27904,30979,43600,43601</link.rule.ids></links><search><creatorcontrib>Pugach, Marleen C.</creatorcontrib><creatorcontrib>Blanton, Linda P.</creatorcontrib><title>Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform</title><title>Teacher education and special education</title><description>Introduces a special journal issue discussing the issue of preservice teacher preparation across general and special education. The purpose of this special issue is to move beyond what appears to be a surface acceptance of collaboration and dual certification in teacher education as inherently good practices and provide a critical perspective on this trend and the assumptions that are driving it. [Reprinted by permission of Sage Publications Inc., copyright holder.]</description><subject>Certification</subject><subject>Preservice training</subject><subject>Professional training</subject><subject>Reforms</subject><subject>Work roles</subject><issn>0888-4064</issn><issn>1944-4931</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kDFPwzAQhS0EEqWwM3pkCfgcJ7FHVBWoBEIqZY4c-9ymSu1iJwP_nkRlQmK6k973Tu8eIbfA7gGq6oFJKQUrBYBgikFxRmaghMiEyuGczCY5m_RLcpXSnjEmWFHOyMfK9xhj2Oq-9Vva75C-ofbTHhxdhK7TTYijGDzV3tJVn-g6dEhbTzeozQ4jXdrBnIg1uhAP1-TC6S7hze-ck8-n5Wbxkr2-P68Wj6-ZgUIVmQYuHSv5mN5Yzl0DEtApWVSmcM5aKSzmaMrSMq4ka3JeKt4ooaxtStfwfE7uTnePMXwNmPr60CaDY2SPYUg1MJB5JUEWI8pOqIkhpYiuPsb2oOP3CNVTf_Xf_kZLdrIkvcV6H4box2f-538A0URu5g</recordid><startdate>201108</startdate><enddate>201108</enddate><creator>Pugach, Marleen C.</creator><creator>Blanton, Linda P.</creator><general>SAGE Publications</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>201108</creationdate><title>Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform</title><author>Pugach, Marleen C. ; Blanton, Linda P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c1595-a128f062177cd22fb181ef9857c5ffdd84de3ec66d02980b32692b949ddb6fb23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Certification</topic><topic>Preservice training</topic><topic>Professional training</topic><topic>Reforms</topic><topic>Work roles</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Pugach, Marleen C.</creatorcontrib><creatorcontrib>Blanton, Linda P.</creatorcontrib><collection>CrossRef</collection><collection>Applied Social Sciences Index &amp; Abstracts (ASSIA)</collection><jtitle>Teacher education and special education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pugach, Marleen C.</au><au>Blanton, Linda P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform</atitle><jtitle>Teacher education and special education</jtitle><date>2011-08</date><risdate>2011</risdate><volume>34</volume><issue>3</issue><spage>181</spage><epage>182</epage><pages>181-182</pages><issn>0888-4064</issn><eissn>1944-4931</eissn><abstract>Introduces a special journal issue discussing the issue of preservice teacher preparation across general and special education. The purpose of this special issue is to move beyond what appears to be a surface acceptance of collaboration and dual certification in teacher education as inherently good practices and provide a critical perspective on this trend and the assumptions that are driving it. [Reprinted by permission of Sage Publications Inc., copyright holder.]</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0888406411409015</doi><tpages>2</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0888-4064
ispartof Teacher education and special education, 2011-08, Vol.34 (3), p.181-182
issn 0888-4064
1944-4931
language eng
recordid cdi_proquest_miscellaneous_1018378185
source SAGE Complete; Applied Social Sciences Index & Abstracts (ASSIA); Education Source
subjects Certification
Preservice training
Professional training
Reforms
Work roles
title Interrogating the Meaning of Collaboration and Its Role in Teacher Education Reform
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T11%3A43%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Interrogating%20the%20Meaning%20of%20Collaboration%20and%20Its%20Role%20in%20Teacher%20Education%20Reform&rft.jtitle=Teacher%20education%20and%20special%20education&rft.au=Pugach,%20Marleen%20C.&rft.date=2011-08&rft.volume=34&rft.issue=3&rft.spage=181&rft.epage=182&rft.pages=181-182&rft.issn=0888-4064&rft.eissn=1944-4931&rft_id=info:doi/10.1177/0888406411409015&rft_dat=%3Cproquest_cross%3E1018378185%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1018378185&rft_id=info:pmid/&rft_sage_id=10.1177_0888406411409015&rfr_iscdi=true