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ERIC Number: EJ1016594
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 43
Walking the Integration Talk: An ArtSci Project
Steele, Astrid; Ashworth, Elizabeth L.
Canadian Journal for the Scholarship of Teaching and Learning, v4 n2 Article 6 2013
As teacher educators, we help prepare elementary generalist teacher-candidates (TCs) for traditional classrooms. In those classrooms, subjects are often taught in isolation rather than as integrated concepts and this practice is reflected in the program at the university where we teach art and science education. Because the world is multidimensional, interconnected, and complex, we created a project that integrates art and science learning as a way to prepare future teachers to provide relevant educational experiences for their students. Data, in the form of reflection papers prepared by the TCs, were analyzed using a grounded theory approach. Emergent topics resulted in four propositions that summarize the findings. They all speak to the value of an integrated education experience for TCs. This experience provides different opportunities for learning, offers cognitive "disruption", enables TCs to articulate pedagogy of integration, and can impact practice and program positively. In addition, three elements essential to an integration project at the tertiary level are identified.
Descriptors: Integrated Activities, Art Education, Science Education, Preservice Teacher Education, Grounded Theory, Assignments, Reflection, Student Attitudes, Qualitative Research
Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: email@example.com; Web site: http://www.cjsotl-rcacea.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A