NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1014409
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: ERIC
ISSN: ISSN-0737-5328
Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines
Hall-Kenyon, Kendra M.; Smith, Leigh K.
Teacher Education Quarterly, v40 n2 p89-108 Spr 2013
The aim of this self-study was to critically consider the authors' individual thinking and practices as they worked toward a shared understanding of connecting science and literacy during instruction. As teacher educators from different disciplines, this work required them to carefully and recurrently examine their individual understandings of the purposes and processes underlying curriculum integration. It also asked the authors to consider and reconsider integrated instruction through the lens of a colleague whose disciplinary focus is different from their own. Through this process, the authors refined their individual understandings of curriculum integration and negotiated enough of a shared perspective to develop and operationalized definition of what it means to make meaningful connections across disciplines during instruction.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A