Transformation Across Courses: A Model for Change

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Preservice teachers do not always make the necessary content and pedagogical connections between courses despite efforts made to ensure that university course work is sequential in nature (Riley & Sakimura, 2018). This case study sought to examine results from the collaborative redesign of two courses within a teacher preparation program to negate the “silo effect” of university coursework. Results of the work support the potential significance and value regarding the use of integrative pedagogy to collaboratively redesign course work. Findings informed researchers regarding recommendations and considerations in using collaborative integrative pedagogy to revise courses such that preservice teachers can make critical connections between theory and practice across courses.

Authors

• Jahnette Colleen Wilson, University of Houston

• Teresa Edgar, University of Houston