An Integrative Learning Project in Teacher Education
Abstract
This paper explores the pedagogical practice of integration as a strategy for providing pre-service teachers collaborative, authentic learning opportunities. The connection between how a faculty teaches and how students learn is a compelling area of investigation. It is recognized that the way instructors approach their teaching has an impact on how students will be engaged and take meaning from classroom learning experiences (Christensen Hughes & Mighty, 2010). The alignment of the final projects in each of two courses taught in an after degree Bachelor of Education program is examined. The integrative teaching strategies implemented enriched our students’ learning and our practice as instructors. Combining the two final projects into one comprehensive project provided a pathway for authentic, meaningful, and collaborative student learning.
Keywords: integrative learning, teacher education, teaching practice
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Copyright (c) 2019 Laurie Hill, Paolina Seitz
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