Including Multiple Voices in Collaboratively Designing a Teacher Education Program

Loretta R. Konecki, Robika L. Sturdivant, Caryn M. King, Jacquelyn A. Melin, Paula E. Lancaster

Research output: Contribution to journalArticlepeer-review


This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development team included 13 public school educators drawn from three partner districts, seven educators from the college of education, six representatives from STEM disciplines within the college of liberal arts and sciences, the engineering dean, along with foundation and state department of education observers. Throughout the intense program development process, the diverse team members challenged assumptions and traditions as they considered options and gained consensus on the design of the program. Participants reported that they valued the collaborative nature of the processes and the respect given to all team members. The program itself is still in the implementation phase, thus, its efficacy remains unclear although initial indicators suggest that it has promise.

Original languageEnglish
Pages (from-to)526-540
Number of pages15
JournalAction in Teacher Education
Issue number5-6
StatePublished - Dec 1 2012


Dive into the research topics of 'Including Multiple Voices in Collaboratively Designing a Teacher Education Program'. Together they form a unique fingerprint.

Cite this