An Experimental Approach to Integrating Mathematics and Literacy Methods Courses in Teacher Education
Abstract
There is a large body of research that supports the integration of school subjects in the elementary school. This integration results in deeper understanding and greater satisfaction on the part of students. Pre-service teachers are frequently encouraged by their methods instructors to integrate the subjects they teach so as not to fragment the children's learning. Unfortunately, those same instructors rarely teach their courses in such a way as to demonstrate this integration themselves. As a result, pre-service teachers enter the profession without having experienced this important component of their professional development. This paper discusses the purposes,process, and findings of an experimental approach to integrating in a mathematics and literacy methods courses for a cohort of elementary education students. The results suggest areas of success and areas requiring modification of the integration process. Student reflections indicate a maturing understanding of integrated planning and teaching, and increased confidence for student teaching.
Reference
Grace, D. J., & Picard, A. (2001). An experimental approach to integrating mathematics and literacy methods courses in teacher education. Action in Teacher Education, 23(1), 27-36.
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Integrated Mathematics and Literacy Course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
Duration of Data Collection
Data Sources
- Unit plans
- written responses
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
What is the value of the team-taught integrated methods course from the students' perspectives? (Sub questions: How helpful was the demonstration teaching? What was their assessment of the mini-unit assignment? Did the design of the course help them to better understand and teach an integrated unit in their host classrooms? Should we try this approach again?)
Is this research question explicit from the manuscript? Yes