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10.        How much have college courses prepared for co-teaching?
~All of the participants agreed that several of their undergraduate and even graduate courses held aspects of co-teaching that have prepared them for the future if necessary.  They all shared that the following items have played a large role that would aid in a co-teaching situation, however they all shared that these situations were short term compared to a year or years of teaching.
~group projects
~field work
~student teaching
~peer observations

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9.   How likely are you to engage in co-teaching in the near future?
~All of the participants seemed to have a variety of answers for this section based off of their current situations.  For the most part, it was shared that co-teaching depends on the school setting and upcoming plans for the future school year.  Most of the participants shared that they did not feel that they would be co-teaching in the near future.

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8.   What could better prepare you for co-teaching?
~Out of all of the questions this was the only one were all three individuals expressed almost identical ideas.  All three shared that the following items would better prepare them for co-teaching.
~additional training/in-service
~communication/professional development
~observations/collaborations (small settings/tasks first)
~student teaching/field classes (added in co-teaching)

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6.   How comfortable with and prepared are you for consultation?
~As mentioned in the section above, all of the individuals viewed consultation as communicating or meeting with a manager or supervisor.  They shared that when the meeting is planned they feel more comfortable and confident then when a meeting or visit is unplanned or unexpected.

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5.   What skills are necessary for consultation to occur?
~All of the interviewed individuals shared the idea that the definition of consultation is communicating with an individual who is considered a professional or expert in their field of study.  This was typically viewed as meeting with a manger or supervisor and effectively communicating on a personal level.

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4.   Identify potential barriers to consultation for educators.
~The overall theme for this section was communication.  The individuals all shared that communication could be limited or not as often when it falls under the category of consultation.

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7.   What conditions are necessary for collaboration to occur?
~All individuals shared mutual ideas that collaboration occurs when individuals are in similar settings, and share similar goals or outcomes.

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3.   Identify benefits educators may derive from collaboration.
~This question differed as all of the individuals shared different ideas.  The ideas that they shared however relate to the same general theme.
~professional growth
~exposure to new ideas and curriculum
~networking
~self-reflection

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2.   What characteristics do you believe are important for collaboration to occur?
~All of the individuals focused this question on success.  They all believe that successful collaboration consists of individuals who are driven for success, can effectively communicate with a wide variety of individuals, and who typically share similar mind sets, as well as work ethics.

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1.   How would you define collaboration?
~Each of the individuals who answered this question shared similar ideas.  They all stated that they believe that collaboration consist of team work, based off of mutual ideas and goals.