This study examined the impact of an interdisciplinary teaching project on the learning of preservice secondary teachers enrolled in a graduate-level, year-long teacher education program. Data were gathered from four successive cohorts of students. Principal data sources were questionnaires (N = 131), field notes from classroom observations, and preservice teachers' oral and written reflections on the project. The study provided evidence that preservice secondary teachers can successfully create and implement interdisciplinary curriculum and are quite positive about the experience. Through this project, preservice teachers learned from one another, learned about others' subject areas, learned about students, and experienced the spectrum of rewards and challenges that come from working with others. © 2002 Elsevier Science Ltd. All rights reserved.
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