Elementary Teacher Candidates' Knowledge Brokering to Make Connections Across Subject Areas

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: In-Service and Preservice Teacher Education Across Content Areas (Table 17)

Abstract

Elementary teacher candidates (TCs) must learn to teach multiple subject areas, but many feel less confident teaching some subjects than others. Noticing similarities or parallels in pedagogy across subject areas could support them in drawing on their strengths in one subject area to teach another. This case study examined the factors that supported TCs in making connections between mathematics and literacy. Drawing on ideas about the boundaries of communities of practice (Wenger, 1998), I identified three features that supported TCs in brokering knowledge between the subject-area communities of practice.

Author

• Lisa Hawley, Grand Valley State University
  Presenting Author