Conceptualizing collaboration: How teachers work together to support children with deafblindness | Posted on:2010-09-24 | Degree:Ph.D | Type:Dissertation | University:University of California, Berkeley with San Francisco State University | Candidate:Hartmann, Elizabeth Sheila | Full Text:PDF | GTID:1447390002980235 | Subject:Special education | Abstract/Summary: | | Although collaboration is a well-known and encouraged practice in teachers' work to support children with special needs, it is often conceptualized in either a vague or an overly idealized manner. Additionally, there is a dearth of research on how teachers work together and how this collaboration affects critical outcomes related to their working lives. In particular, there is a need for research on collaboration among teachers with various types of expertise and affiliations who educate children with multiple and complex support needs. In this study, I examined the collaborative practice of teachers who support children with deafblindness. The theoretical framework, communities of practice (Wenger, 1998), was used to guide the study and address three aims: (a) to describe how educational teams collaborate to meet the needs of children with deafblindness; (b) to understand how teachers' collaborative practices support or hinder teacher learning; and (c) to understand how teacher collaboration affects perceptions of professional identity. | Keywords/Search Tags: | Collaboration, Support, Teachers, Work, Practice | | Related items |
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