This research investigated preservice teacher collaboration in the context of an undergraduate teacher preparation program. Small groups of preservice students were examined over five collaborative work sessions as they collaboratively designed and delivered instructional projects for their fellow classmates. This study contributes to understanding factors that influence the quality of preservice collaboration to help teacher educators better prepare preservice students for current collaborations with their peers and future collaboration in professional settings.
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- Partial requirement for: Ph.D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 217-233)Note typebibliography
- Field of study: Educational psychology