Abstract
The majority of teacher education programs in North America require elementary-teacher candidates to complete separate courses in curriculum subject areas. This model to teacher education limits candidates’ readiness to engage in interdisciplinary teaching and focuses preservice curriculum on content-specific pedagogies rather than on general, developmentally appropriate pedagogical practices. The purpose of this study was to explore an alternative approach to the preparation of elementary teachers. Specifically, this article examines the benefits and challenges of an integrated curriculum approach. Qualitative data were collected through a survey and focus group with 56 teacher candidates and interviews with 3 course instructors. Findings suggest that an integrated approach contributes to stronger relationships, broader conceptions of integration, greater emphasis on pedagogy, and enhanced efficiency in teaching. Challenges related to perceptions of content coverage and instruction expertise were also identified. Findings from this research provide a basis for reconceptualizing elementary-teacher education toward an integrated approach.
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