Moving from Separate Subject to Interdisciplinary Teaching: The Complexity of Change in a Preservice Teacher K-1 Early Field Experience

Autor/inn/en	Richards, Janet C.; Shea, Kim T.
Titel	Moving from Separate Subject to Interdisciplinary Teaching: The Complexity of Change in a Preservice Teacher K-1 Early Field Experience
Quelle	In: Qualitative Report, 11 (2006) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Effectiveness; Educational Change; Phenomenology; Interdisciplinary Approach; Unified Studies Curriculum; Field Experience Programs; Teacher Surveys; Interviews; Teacher Attitudes; Knowledge Base for Teaching; Program Effectiveness; Early Childhood Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Phenomenological psychology; Phänomenologie; Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kombinationsstudiengang; Praxisnahes Lernen; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10