Introduction

In the field of education, the United Nations Convention on the Rights of Persons with Disabilities (UN-CRPD) stands as a landmark agreement, yet gaps in research remain. This work addresses one such gap by examining the professional self-concept development of future educators and how it is influenced by various forms of teacher collaboration. This chapter provides an introduction to the central theme of the book and outlines its subsequent structure, setting the stage for an in-depth exploration of this critical issue.