An Inquiry into Collaboration and Subject Area Integration in Teacher Education.Report as inadecuate




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This collaborative study centered around the development and implementation of an integrative module for science and language arts methods courses in a teacher education program. The study was conducted within an action research framework and was informed by perspectives on collaborative inquiry and the two instructors' personal practical knowledge. The instructors' purposes in the inquiry were to explore the concept of integration with each other and with students and to learn more about the nature of collaborative research within the university context. Transcripts of work-sessions, reflective letters, agendas, and other artifacts of the project were analyzed independently and together, tracing evolving thoughts and seeking meaningful patterns and connections in the data. Findings showed the transformation of understanding about subject area integration, the development and nature of the collaborative process, and the ways in which the university context influenced the research. Meaningful academic, personal, and professional links within the university context resulted in changes in research focus, in beliefs and practices in teacher education, and in the personal vision of roles as teachers and researchers. (Contains 18 references.) (Author/NAV)

Descriptors: Action Research, Cooperation, Educational Methods, Elementary Secondary Education, Foreign Countries, Higher Education, Integrated Curriculum, Language Arts, Research Methodology, Science Education, Teacher Education











Author: Blenkinsop, Sandra; Bailey, Penelope

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12489&id=ED388649







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