Lesson Learned From Teacher Education Curricular Redesign: A Collaborative Process

• In Event: Content and Pedagogies of Teacher Education

Abstract

In this case study, we explored how one college of education went about disentangling multiple perspectives and revising curricula across multiple programs in order to address the needs of various external drivers as well as meeting more internally-driven needs. Furthermore, we examined how the process evolved and the lessons learned. Emerging themes included process versus product; balancing risks and barriers; and cracks in the chain of communication. Cumulatively, findings suggest that organizational adaptation at one teacher education institution cannot simply mirror the work of another because change in teacher education is deeply rooted in the community and communities of practice. Yet, facets of organizational change can inform others, thus leading to desired programmatic outcomes and mitigating potential challenges

Authors

• Paul G. Fitchett, University of North Carolina - Charlotte

• Sandra Lynn Rogelberg, University of North Carolina - Charlotte

• Anne Henry Cash, University of North Carolina - Charlotte

• Kristen D. Beach, University of North Carolina - Charlotte

• Ting Sun, Northwestern University

• Teresa Petty, University of North Carolina - Charlotte