Elementary teachers have difficulty integrating content across the curriculum. This is a challenge because integration across the disciplines is not modeled effectively since college courses are taught in isolation.  Misconceptions of how to apply the course content through integration occur because of the lack of modeling. This investigation determined if modifying the college classroom from two isolated courses to an integrated model would transform teachers’ abilities to apply integration practices.

In this investigation, the pre-service teachers were taught grade-level standards in English Language Arts and Science for three weeks. During this time, pre-service teachers were also taught specific content from experts in the field (archaeologists, anthropologists, and paleontologists).  The pre-service teachers were then required to implement and integrate standards with the specific content.

A qualitative study measured 20 pre-service teachers' abilities to apply integration practices.  Findings determined a positive self-efficacy is related to the integration model.  These findings validate the importance of using the integrated model to transform teachers' abilities to apply integration practices.

Elementary teachers have difficulty integrating content across the curriculum (Daniel, Auhl, & Hastings, 2013). This is a challenge because integration across the disciplines is not modeled effectively since college courses are taught in isolation.  Misconceptions of how to apply the course content through integration occur because of the lack of modeling. This investigation determined if modifying the college classroom from two isolated courses to an integrated model would transform teachers’ abilities to apply integration practices.

In this investigation, the pre-service teachers were taught grade-level standards in English Language Arts and Science for three weeks. During this time, pre-service teachers were also taught specific content from experts in the field (archaeologists, anthropologists, and paleontologists).  The pre-service teachers were then required to implement and integrate standards with the specific content.

A qualitative survey with four questions relating to abilities was administered to 20 pre-service teachers. This survey measured their ability to implement and integrate standards and content.

From the 20 participants, 75% expressed feeling prepared to implement and integrate the specific content after receiving formal instruction from the experts. The remaining 25% expressed feeling mildly prepared after receiving formal instruction from the experts. No pre-service teachers felt unprepared.

Data from this study will be considered when developing future learning experiences for the pre-service teachers. In addition to having formal instruction from experts, informal trainings may be considered for future use.

Daniel, Auhl, & Hastings G. (2013). Preparing pre-service teachers for the profession: creating spaces for  transformative practice. Journal of Education for Teaching, 40(4), 377-390.

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