Abstract
Abstract For the past five years, students preparing to be elementary teachers at this four-year college have taken all their elementary teaching methods courses in an integrated block during the semester prior to student teaching. The authors describe the advantages, planning challenges, and pitfalls of creating such a network of classes. Additionally, this paper discusses the resulting level of preparation for the students who experienced this integrated approach, by reporting data collected from the cooperating classroom teachers. These data were collected in order to help assess the effectiveness of such a teacher training approach for K-8 classrooms. Finally, the pros and cons of an integrated approach are weighed and recommendations are made.
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