Abstract
Students who experience educator preparation via cohort-based teaching models find themselves experiencing the occasionally contrasting dynamics of independence and interdependence on a daily basis. While the performance of teacher candidates’ work product at the college level is measured individually through both college-based and independent external assessments, the cohort-based teaching model is largely dependent upon collaboration, shared experiences, and encourages candidates to view themselves as part of the whole rather than as individuals pursuing the goal of becoming P-12 teachers.
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