We Became Teachers Together: Understanding Collaborative Teaching as Innovation in Unified Teacher Education

With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes: “Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility,” “The Gift of the Gab: A Cycle of Teacher Talk,” and, “Cruising Together: Navigating the Politics of Schools.” These themes suggest that co-teaching field placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students.