Abstract:
We share our self-study research of faculty building a successful
collaborative culture and team teaching experience in a unique
Master’s program for PK-12 practicing teachers. As part of selfstudy
and reflective practice, this particular faculty team shared its
collaborative experiences with teachers. This transparency impacted
teachers’ perceptions of faculty and their own teaming experiences.
To frame our work, we use the notion of learning zones (Samaras,
2002, 2004), adapted from Vygotsky's (1978) conception of zone of
proximal development. A multi-vocal perspective on the processes
of faculty professional development and program development is
presented.
