[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602043-105":59,"doc-detail-602043-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reimagining-an-elementary-teacher-education-preparation-program-striving-for-integrated-teaching","Reimagining an elementary teacher education preparation program - Striving for integrated teaching","","Examining how teacher preparation programs can better support integrated elementary teaching, the article analyzes typical K-6 classroom structures and university coursework patterns where methods classes remain loosely connected. It reviews a redesigned program that added three-week immersive field experiences, including both fall and spring options, and evaluates why expected cross-subject connections did not emerge in practice. It argues that deeper, explicitly connected experiences and practice within methods coursework are required before practicum.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reimagining-an-elementary-teacher-education-preparation-program-striving-for-integrated-teaching/602043/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reimagining-an-elementary-teacher-education-preparation-program-striving-for-integrated-teaching/602043.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What integrated teaching challenge does the article address?","Question",{"text":112,"@type":113},"It focuses on how preservice teachers are expected to integrate multiple content-area courses and experiences, even though university methods coursework and field experiences are often disconnected.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What change did the authors introduce to the teacher education program?",{"text":117,"@type":113},"They initially revised the elementary education program to include a three-week immersive field experience for both fall and spring semesters, aiming to support integrated teaching across literacy, math, science, and social studies.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did the revised field experience not produce the hoped-for integration?",{"text":121,"@type":113},"Partner schools often emphasized literacy and math more heavily, with science and social studies offered only limited or time-dependent coverage, so the redesigned field experience did not help preservice teachers make connections across methods courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602043,1792902306,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \n\n| Volume 47  Number 1 | Article 8 |\n| --- | --- |\n| June 2021\u003Cbr>Reimagining an elementary teacher education preparation program: Striving for integrated teaching\u003Cbr>Benjamin Boche\u003Cbr>Valparaiso University, [benjamin.boche@valpo.edu](benjamin.boche@valpo.edu)\u003Cbr>Selina Bartels\u003Cbr>Valparaiso University, [selina.bartels@valpo.edu](selina.bartels@valpo.edu)\u003Cbr>Douglas Wassilak\u003Cbr>Valparaiso University, [douglas.wassilak@valpo.edu](douglas.wassilak@valpo.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, and the Elementary Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nBoche, Benjamin; Bartels, Selina; and Wassilak, Douglas (2021) \"Reimagining an elementary teacher education preparation program: Striving for integrated teaching,\" Educational Considerations: Vol. 47: No.  \n1. [https://doi.org/10.4148/0146-9282.2254](https://doi.org/10.4148/0146-9282.2254)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nReimagining an Elementary Teacher Education Preparation Program: Striving for Integrated Teaching  \nBenjamin Boche, Selina Bartels, and Douglas Wassilak  \nThe quintessential elementary school classroom provides students with instruction in at least four  \nmain subject areas: literacy, math, science, and social studies. And it is typical for elementary  \nschool teachers to have the same set of students all day with students only seeing other teachers  \nfor “special classes,” [i.e. art](i.e. art), music, and physical education. This structure ofK-6 instruction is  \ncommon, but university teacher preparation programs deliver curriculum in stand-alone courses  \noften entitled “methods of teaching” connected to a content area. Typically, university  \ncoursework is spread over a series of four methods classes loosely coupled with field experiences  \n(Darling-Hammond, 2006; Labaree, 2006). The preservice teacher (PST) must then piece  \ntogether their teacher education program themselves during their student teaching semester.  \nAccording to Bain and Moje (2012), the PST is expected to integrate these disparate courses and  \nexperiences despite being the least experienced member of the education community.  \nElementary PSTs, in particular, must have pedagogical content knowledge (Shulman, 1986) in  \nall four major content areas and have an extra level of understanding where they connect the  \ncontent areas together. Much of this connection between content areas is driven by the standards  \nmovement that has sought for more integration of knowledge and skills for each content area  \n(National Governors Association, 2010) .  \nIn order to combat the disparate nature of the four methods classes and the somewhat ineffective  \nfield experiences, the authors-two elementary education faculty and a Director of Field  \nPlacement-initially revised the elementary education program to include a three-week  \nimmersive field experience for both the fall and spring semesters. At the onset of the initial  \nrevision, PSTs had the option of when to take the four content area methods courses. The authors  \nhoped that in providing PSTs with a more focused field experience, the movement towards  \nintegrated teaching of the four content areas would be a natural outcome of being in an  \nelementary classroom all day. However, this was not the case for how we prepared our PSTs nor  \nfor what they encountered in the classroom.  \nIn seeking out potential schools with whom to partner for our three-wee","cbCaijuHtVljQzJT","https://ap.wps.com/l/cbCaijuHtVljQzJT","pdf",268431,"English","# Educational Considerations\n## Reimagining an elementary teacher education preparation program: Striving for integrated teaching\n## Theoretical Framework\n### Integration","[{\"question\":\"What integrated teaching challenge does the article address?\",\"answer\":\"It focuses on how preservice teachers are expected to integrate multiple content-area courses and experiences, even though university methods coursework and field experiences are often disconnected.\"},{\"question\":\"What change did the authors introduce to the teacher education program?\",\"answer\":\"They initially revised the elementary education program to include a three-week immersive field experience for both fall and spring semesters, aiming to support integrated teaching across literacy, math, science, and social studies.\"},{\"question\":\"Why did the revised field experience not produce the hoped-for integration?\",\"answer\":\"Partner schools often emphasized literacy and math more heavily, with science and social studies offered only limited or time-dependent coverage, so the redesigned field experience did not help preservice teachers make connections across methods courses.\"}]","Reimagining an elementary teacher education preparation program - Striving for integrated teaching | PDF",1792093921]