Collaborative teaming and critical reflection: A model for practice in preservice programs and general education settings |
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| Authors: | Mary Ellen Seery Joy Kimura Galentine Patricia A Prelock |
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| Institution: | 1. Department of Teacher Education , The University of Dayton , 300 College Park, Dayton , OH , 45469–0525 , USA Phone: +1–937–229–3302 E-mail: maryellen.seery@notes.udayton.edu;2. Department of Language and Communication Sciences , Southeast Missouri State University , Cape Girardeau , MO , 63701–1873 , USA;3. Department of Communication Sciences , University of Vermont , Burlington , VT , 05401–1791 , USA |
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| Abstract: | Abstract Inclusion settings for young children with mild to moderate educational needs are becoming the norm. Development of collaborative intervention teams has become essential to effective inclusion. Models of collaborative team development have described multiple aspects of team developmental stages (Tuckman & Jensen, 1977; Lowe & Herranen, 1982). What may be missing in these professional models is the understanding of intrinsic personal qualities that may support or inhibit team development. The model proposed in this reflection advocates a combination of professional and personal commitment models of team development. The authors also explore the benefits of critical reflection about team processes and the value of developing collaborative preservice preparation programs and collaborative intervention models at the preschool and primary levels. |
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