Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Terry G. Sefton, Kara Smith, Wayne Tousignant
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引用次数: 2

Abstract

Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.
利用项目学习整合多元文化保护教师
三位教师教育工作者采用基于项目的学习方法,教授三门不同的方法论课程,共同创建、计划和评估由职前候选人完成的基于艺术的作业。职前教师创建了一个动画项目,同时在视觉艺术、音乐和语言艺术三个学科领域应用课程期望。出于教学目的,将三个科目分开,在小组工作和创作过程中进行整合,然后使用协商报告进行联合评估。本文描述了该项目,并详细说明了当学生的期望受到他们之前孤立的、基于主题的学习经验的制约时,在制度隔离的课程中整合教学的挑战,并讨论了三位教师教育者所学到的教训以及对整个课程团队教学的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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