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Several examples of collaborative efforts between teachers in school settings can be found in the literature, but far fewer examples of university faculty collaboration exist. Instances of university faculty collaborating with school-based teachers and administrators appear to be more frequently documented than examples of faculty collaborating in university coursework. Austin and Baldwin (1991) discussed various models and configurations of faculty teams, including their roles and relationships. They also presented a case for faculty collaboration and its positive effects on teaching and scholarship. In addition, Austin and Baldwin discussed a number of disadvantages or pitfalls in faculty teaming. Among those noted is the increased amount of time required to plan for a teamtaught course, as well as the increased time needed to teach the course. These effects, however, are often countered with a richer and more rewarding course experience for both faculty and students.
An interesting and personal account of the collaborative teaching of two college professors from varying disciplines was offered by Bowles (1994). Their struggles and triumphs are recorded in a chronology of their efforts to make collaborative teaching work. A series of positive outcomes of the "collaborative journey" was given by Bowles:
Interestingly, the dynamic of planning together, team teaching, troubleshooting problems together, reflecting on and assessing the program's impact on students, and navigating the paths of institutional proposals and approvals together has become an unusual process of professional growth for both of us. (p. 15)
This article will report the efforts of faculty members from three departments who have worked collaboratively over several semesters in delivering a core course for secondary education students. Much of this information is equally applicable to collaborative teaching in schools. Background information will be provided about the development of the course as well as a description of how this course is delivered. Benefits to the teacher education students, the collaborating faculty, and the professional development school in which the course is taught will be cited. Suggestions for implementing collaborative teaming will be presented, as well as challenges associated with collaborative teaching.
BACKGROUND AND CONCEPTUAL FRAMEWORK
During 1994, faculty in the School of Education at the University of Louisville were involved in planning and reconceptualizing core courses for the teacher education programs. These core courses were designed as...