Walking the Integration Talk: An ArtSci Project
As teacher educators, we help prepare elementary generalist teacher-candidates (TCs) for traditional classrooms. In those classrooms, subjects are often taught in isolation rather than as integrated concepts and this practice is reflected in the program at the university where we teach art and sci...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2013-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/6 |
| Summary: | As teacher educators, we help prepare elementary generalist teacher-candidates (TCs) for traditional
classrooms. In those classrooms, subjects are often taught in isolation rather than as integrated concepts and
this practice is reflected in the program at the university where we teach art and science education. Because
the world is multidimensional, interconnected, and complex, we created a project that integrates art and
science learning as a way to prepare future teachers to provide relevant educational experiences for their
students. Data, in the form of reflection papers prepared by the TCs, were analyzed using a grounded theory
approach. Emergent topics resulted in four propositions that summarize the findings. They all speak to the
value of an integrated education experience for TCs. This experience provides different opportunities for
learning, offers cognitive “disruption”, enables TCs to articulate pedagogy of integration, and can impact
practice and program positively. In addition, three elements essential to an integration project at the tertiary
level are identified. |
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| ISSN: | 1918-2902 1918-2902 |