Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned

• Published in: Journal of early childhood teacher education Vol. 30; no. 2; pp. 172 - 183
• Main Authors: Hestenes, Linda L., Laparo, Karen, Scott-Little, Catherine, Chakravarthi, Swetha, Lower, Joanna K., Cranor, Angie, Cassidy, Deborah J., Niemeyer, Judith
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 26.05.2009; Routledge
• Subjects: Early Childhood Education; Interdisciplinary Approach; Kindergarten; North Carolina; Preschool Teachers; Preservice Teacher Education; Preservice Teachers; Program Administration; Program Development; Regular and Special Education Relationship; Special Needs Students; Student Attitudes; Teacher Attitudes; Teacher Collaboration; Teacher Education Programs; Team Teaching; Young Children; North Carolina
• ISSN: 1090-1027; 1745-5642
• DOI: 10.1080/10901020902886594

Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed.