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ERIC Number: EJ803976
Record Type: Journal
Publication Date: 2006-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1052-0147
Moving from Separate Subject to Interdisciplinary Teaching: The Complexity of Change in a Preservice Teacher K-1 Early Field Experience
Richards, Janet C.; Shea, Kim T.
Qualitative Report, v11 n1 p1-19 Mar 2006
This phenomenological inquiry looked at 28 preservice teachers as they participated in a field-based curricula restructuring initiative that connected the disciplines of creative arts, science, and reading. The preservice teachers offered weekly interdisciplinary lessons to kindergarten and first grade students. A survey, teaching cases, and a group exit interview informed the study. Throughout most of the semester, the preservice teachers struggled with procedural and pedagogical content knowledge, concerns directly related to effective teaching. By the end of the semester, they felt comfortable teaching interdisciplinary lessons. Results suggest that preservice teacher curricular restructuring efforts are complex and that teacher educators need to consider the perspectives preservice teachers bring to the change process. (Contains 2 footnotes.)
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A