Interdisciplinary Learning for Pre-service Teachers
DOI:
https://doi.org/10.18662/rrem/13.1Sup1/387Keywords:
interdisciplinary learning, collaboration, real-world performance tasksAbstract
In this action research study, the researchers worked collaboratively to integrate curriculum in four ways: 1. Professors engaged students in an interdisciplinary project, 2. Students performed a real-world task, 3. Students worked in small cooperative learning groups, and 4. Students engaged in helping young students experience a positive holiday season. The purpose of this study was to review how these integrative principles effected the preservice teachers academically, socially, and emotionally. Two cohorts of preservice teachers were enrolled in the same three courses during this study. One cohort of physical therapy (PT) majors were enrolled in a course developed to assist PT professionals with their communication skills, understanding of basic psychology, and special needs principles. The preservice teachers were learning how to teach: (a) penmanship, (b) letter writing, and, (c) promotive small group social skills for their future students. Seventy-nine students (54 pre-ervice teachers and 25 physical therapy students) participated in this action research project by engaging in a Santa writing experience. Young students in four schools wrote letters to Santa, and the university student participants responded to the letters of young students. Four professors collaborated in this project. The teachers included: a language and didactics professor, a curriculum professor, a writing (penmanship) professor, and an adjunct professor working with first year physical therapy students. Results of the study indicated that students: 1. found the process to be more difficult than they first thought; 2. appreciated the opportunity to help young students celebrate their holiday dreams; 3. felt they learned more deeply the goals of their classes; and 4. were proud to help young people enjoy their holidays. This process was fairly complex and, in spite of that complexity, the majority of students found the experience worthwhile from a teaching and learning perspective and from an existential perspective.
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