Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines

Autor/inn/en	Hall-Kenyon, Kendra M.; Smith, Leigh K.
Titel	Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines
Quelle	In: Teacher Education Quarterly, 40 (2013) 2, S.89-108 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Self Evaluation (Individuals); Science Instruction; Reading Instruction; Integrated Curriculum; Teacher Educators; Interdisciplinary Approach; Teacher Attitudes; Interpersonal Relationship; Reflection; Teacher Education; Cooperation; Qualitative Research; Discussion; Evidence + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Qualitative Forschung; Diskussion; Evidenz
Abstract	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. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10