Date of Award

11-30-2009

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Diane Gilleland

Abstract

This study explores the status of training for interdisciplinary instruction of K-12 teachers in NCATE-accredited teacher education programs in the United States. Further, program leader beliefs about interdisciplinary instruction were surveyed, and consistency of those beliefs with the actual conduct of their programs was studied. Interdisciplinary instruction has received significant positive mention over the last 80 years with waves of increasing interest identified up to the present. Support for this pedagogy has come from claims about effectiveness, teacher efficacy, nature of human learning and increased complexity in the contemporary world. Studies are lacking, however, on models for and prevalence of teacher education to prepare for interdisciplinary instruction. The present study surveyed deans or department heads of teacher education programs through online surveys, and 192 of a possible 532 chose to participate. These leaders were also asked to identify exemplary programs of teacher education with respect to interdisciplinary instruction. Candidate programs were studied through content analysis of documentary evidence. Strong positive attitudes about interdisciplinary instruction were registered by survey participants, while exploration of their teacher education programs showed markedly less effect from these pedagogies. Consensus was not found as to exemplary models and programs for teacher education in preparation for interdisciplinary instruction.

Download

Share

COinS