Traditional versus Integrated Preservice Teacher Education Curriculum: A Case Study

Autor/inn/en	Kim, Mikyong Minsun; Andrews, Richard L.; Carr, Deborah L.
Titel	Traditional versus Integrated Preservice Teacher Education Curriculum: A Case Study
Quelle	In: Journal of Teacher Education, 55 (2004) 4, S.341-356 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487104266778
Schlagwörter	Preservice Teachers; Multivariate Analysis; Integrated Curriculum; Preservice Teacher Education; Academic Standards; Conventional Instruction; Program Effectiveness; Teacher Competencies + Suchen Sie Ihr Suchwort? Multivariate Analyse; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst
Abstract	This empirical study is intended to assess whether a standards-based integrated teacher preparation curriculum is more beneficial in developing professional competencies than a traditional course-oriented curriculum at a college of education in a state university. Using multivariate analysis of variance, we found that students who went through the new integrated curriculum reported higher levels of professional preparation in all 13 standards and competency areas than those who went through the traditional course-oriented curriculum. This finding remained strong even when the teaching majors were included and controlled as another factor variable. Students in the integrated curriculum and those in the traditional curriculum had comparable characteristics, high school grade point averages (Gaps), and college GPAs. Additional related findings and suggestions for future studies also emerged. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10