Search results for: Guarino Jody

In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.