Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting

Abstract This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.