A culture of isolation pervades the practice and preparation of teachers. Consequently, the development of teachers can be delayed and result in a focus on self-concerns rather than promoting student learning. Teacher educators have a unique opportunity to address this problem by creating opportunities for meaningful collaboration amongst pre-service teachers, supervisors, and faculty. The purpose of this article is to describe our experiences with an on-going collaborative teacher development project aimed at helping pre-service teachers to see beyond their personal concerns and work collaboratively toward promoting their own, their colleagues, and their students' learning. The body of the article is devoted to a description of the genesis of the project and an overview of the project's activities. We close the article with a description of our own and our students' experiences with the first attempt at integrating this project into our graduate elementary teacher education program.



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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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