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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.
Keywords
Curricular Restructuring, Interdisciplinary Lessons, Phenomenological Inquiry, and Teaching Cases
Publication Date
3-1-2006
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2006.1681
Recommended APA Citation
Richards, J. C., & Shea, K. T. (2006). Moving from Separate Subject to Interdisciplinary 1 Teaching: The Complexity of Change in a Preservice Teacher K-1 Early Field Experience. The Qualitative Report, 11(1), 1-19. https://doi.org/10.46743/2160-3715/2006.1681
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