CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Preparing Teachers of Young Children: How an Interdisciplinary Curriculum Approach is Understood, Supported, and Enacted Among Students and Faculty
Tác giả
Heimer L.; Winokur J.
Năm xuất bản
2015
Source title
Journal of Early Childhood Teacher Education
Số trích dẫn
7
DOI
10.1080/10901027.2015.1100144
Liên kết
Tóm tắt
With the rollout of edTPA, Common Core Standards (CCS), and the Next Generation Science Standards (NGSS), there is renewed interest in teacher education programs providing an interdisciplinary approach to curriculum. Yet, future teachers are under increased pressure to pass standardized exams, such as the MTEL, WIFOR and PRAXIS, with a focus on content-specific instruction. Curriculum and assessment policy initiatives present contradictory messages regarding best practice. This research study examines an interdisciplinary approach to teaching content in one early childhood education teacher preparation program. Teaching that crosses disciplines and honors the content and epistemology of each discipline is complex and challenging to convey. Data for this yearlong study exploring student and faculty understanding of teaching from an interdisciplinary perspective at a small liberal arts college included semester-end surveys, focal student interviews, final projects, and faculty surveys. Based on this research, we suggest that integration of content area specialists in college curriculum courses, cross-institutional attention to effective integration strategies, and purposeful interdisciplinary field placements are needed as early childhood educators face continued policy reform. Copyright © National Association of Early Childhood Teacher Educators.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus