Program Redesign in Teacher Education: Integrated Assignments Develop the Theory/Practice Relationship

• In Event: International Approaches to Teacher Education Program Reform

Abstract

This paper documents a process of program redesign and its implications in one Canadian teacher education faculty. There is a thorough description of the program, with an emphasis on the first professional semester. This description provides an understanding of the context in which this work was completed. The redesign process included three main goals, to: (1) understand the demands placed on our students in their first professional semester, (2) provide more developed student thinking about the theory/practice relationship, and (3) offer meaningful course integration through assignments. The paper documents the theoretical framework that positioned this redesign process, the redesign process, its timeline, and implementation. It concludes with a discussion of challenges, successes, and future directions of the integrated assignments.

Authors

• Robin Bright, University of Lethbridge

• David Hendrik Slomp, University of Lethbridge

• Sharon Patricia Pelech, University of Lethbridge

• Dawn Burleigh, University of Lethbridge

• Marlo Steed, University of Lethbridge