Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
This mixed-methods program evaluation sought to identify elements of collaboration within interprofessional education experiences and provide suggestions regarding the future implementation of interprofessional education experiences into the identified teacher preparation program. Program suggestions were informed by the perspectives of current teacher preparation faculty, recent teacher preparation graduates, and other professional stakeholders. Other professional stakeholders are those who have a vested interest in a program. Quantitative data, in the form of descriptive statistics, was collected through a needs assessment tool completed by teacher preparation faculty participants and the Texas Education Agency Principal Survey completed by administrators overseeing first-year teachers who were prepared by the identifying teacher preparation program. Qualitative data was collected from semistructured interviews with recent graduates from the identified teacher preparation program who participated in a preliminary interprofessional education experience and have been teaching for one to four semesters. Overall, the findings show a further need for interprofessional education experiences in the current teacher preparation curriculum identified in this study. Teacher preparation faculty and recent graduates desired more robust interprofessional education experiences and identified courses with a field experience component as a natural integration point.
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Rogers, Jennifer Lauren EdD, "Integrating Interprofessional Education Into Teacher Preparation Curriculum: Reimagining Partnerships From the Inside Out" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 363.