Abstract
This investigation used quantitative and qualitative methods to address preservice teacher education students' perceptions regarding a collaborative cohort experience where seamless instruction was provided by four faculty to illustrate effective collaboration fundamentals. Results of pre- and post-survey data as well as follow-up focus groups revealed that, in contrast to campus-based teacher preparation instruction, a collaborative cohort model improved preservice teacher attitude towards integrating effective collaboration, even while measured levels of actual collaborative behavior decreased. These changes related to an enhancement of the preservice teacher education students' perceived ability to meet the needs of diverse learners in a inclusive general education environment. Challenges that occurred as a result of the collaborative cohort model, as well as implications for teacher preparation, professional development internships, and future research are discussed.
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