文章基本信息

标题：Moving from Separate Subject to Interdisciplinary 1 Teaching: The Complexity of Change in a Preservice Teacher K-1 Early Field Experience
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作者：Richards, Janet C. ; Shea, Kim T.
期刊名称：The Qualitative Report
印刷版ISSN：1052-0147
出版年度：2006
卷号：11
期号：1
页码：1-19
出版社：Nova Southeastern University
摘要：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.
关键词：Curricular Restructuring; Interdisciplinary Lessons; Phenomenological Inquiry; and Teaching Cases