Curriculum integration as process and product: Authentic learning in teacher education
Faculty of Community Services, Education and Social Sciences
School of Education
Middle schooling poses new challenges for discipline based secondary teachers. The new order of teaching requires student teachers to teach outside their comfort zone of their own subject. Of necessity they need to plan collaboratively and also mentor their peers in their respective areas of expertise. The process simultaneously unsettles established identities and provides exciting opportunities for new learning and skill development. A parallel series of challenges confronts teacher educators in their endeavours to practices what they preach and to make this practice transparent to university students. Some of the strategies employed by lecturers and required of the students include collaborative planning, using an outcomes approach which caters for the needs of students with very different backgrounds, authentic assessment and an iterative approach to curriculum development. This paper looks at the ways the authors have seized these parallel challenges and includes reflections from student teachers and academic staff involved in the program.