Effective teaching strategies: Pre-service teachers’ experiences in team taught courses in an interdisciplinary Early Childhood teacher education program

Coleman, Heather; Boit, Rachel J.; Butterworth, Lisa; Paro, Karen La; Ricks, Tyla; Hestenes, Linda L.; Ozdemir, Merve; Aal-Anubia, Aliyah Janeen

doi:10.1016/j.tate.2022.103937

Cited by 2 publications

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in Group Discussions

Roiha,

Heinonen

2024

Coherence in European Teacher Education

View full text Add to dashboard Cite

This article examines how disciplinary coherence is (co)constructed at the student-oriented level in pedagogical studies at the University of Turku. Based on group discussion data, we analyze how coherence is (co)constructed in planning a mutual multidisciplinary learning module on the topic of sustainable development. The focus is on how students talk about their own discipline and its specific nature in relation to other disciplines and the multidisciplinary modules. From the perspective of (co)constructing coherence in relation to multidisciplinary modules, three different types of coherence building discourses were identified from the data. It was interesting how, on the one hand, one’s own discipline and subject boundaries seem to be valued, and on the other, how this subject-orientation is questioned and seen as problematic. Based on our findings, we discuss how the participants’ discourses of multidisciplinarity relate to the conceptualization of different dimensions of disciplinary coherence (i.e., inter-, multi- and transdisciplinary) and what this means for the development of teacher education.

show abstract

Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in Group Discussions

Roiha,

Heinonen

2024

Coherence in European Teacher Education

View full text Add to dashboard Cite

show abstract

A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education

Regan,

King-Sears

2023

JOSEP

View full text Add to dashboard Cite

Even though effective teaching is required when doctoral students assume positions in higher education, few doctoral programs have courses or formalized experiences designed around pedagogy for undergraduate and graduate students. The lack of pedagogical emphasis is especially concerning for newly minted doctoral students who will be preparing future special educators to teach students with disabilities in K-12 settings. In this article, the Continuum of Teaching Experiences (CTE) Model for preparing doctoral students to teach in higher education is described. This university teaching model depicts practice opportunities that promote pedagogical learning and prepare doctoral students for independent instruction of higher education courses. The CTE model scaffolds opportunities that provide doctoral students with varied entry points across a continuum of possibilities. Additionally, the CTE model is highly adaptable across multiple doctoral preparation programs, emphasizing a malleable framework that can be refined for variable programmatic needs.

show abstract

Effective teaching strategies: Pre-service teachers’ experiences in team taught courses in an interdisciplinary Early Childhood teacher education program

Cited by 2 publications

References 21 publications

Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in Group Discussions

Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in Group Discussions

A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education

Contact Info

Product

Resources

About