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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Our Story: The Development of a Framework for Collaborative Course Design
Author(s): Jahnette Wilson, Teresa Edgar
Citation: Jahnette Wilson, Teresa Edgar, (2020) "Our Story: The Development of a Framework for Collaborative Course Design," Journal of Higher Education Theory and Practice, Vol. 20, ss. 9, pp. 60-67
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Preservice teachers must be afforded authentic opportunities to make necessary connections between courses. Integrative pedagogy provides a theoretical lens collaboratively and intentionally aligning courses. The integration of coursework has the potential to eradicate the silos that permeate the skyline of teacher preparation programs. This case study focused on the practices used in the implementation and facilitation of integrative pedagogy to collaboratively redesign two teacher preparation program courses. Findings revealed recommendations and considerations for the development of the Framework for Collaborative Course Design to guide course revisions where preservice teachers make critical connections between theory and practice across courses.
