Two Teacher Educators Go to the Source: Teaching an Interdisciplinary Class in an Urban Charter High School

Autor/inn/en	DiCamillo, Lorrei; Bailey, Nancy M.
Titel	Two Teacher Educators Go to the Source: Teaching an Interdisciplinary Class in an Urban Charter High School
Quelle	In: Social Studies, 107 (2016) 6, S.218-226 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1214904
Schlagwörter	Teacher Educators; Interdisciplinary Approach; Urban Schools; Charter Schools; High Schools; Team Teaching; English Instruction; History Instruction; Grade 11; United States History; Teacher Attitudes; Student Attitudes; Beliefs; Culturally Relevant Education; Literacy; Assignments; Student Projects; High School Students; New York + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; High school; Oberschule; Teamteaching; English langauage lessons; Englischunterricht; History lessons; Geschichtsunterricht; School year 11; 11. Schuljahr; Schuljahr 11; Lehrerverhalten; Schülerverhalten; Belief; Glaube; Alphabetisierung; Schreib- und Lesefähigkeit; Assignment; Auftrag; Zuweisung; Schulprojekt; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	The authors of this article are two teacher educators who worked collaboratively to co-teach an interdisciplinary English and US history class to eleventh-grade students in an urban high school. They wanted to ensure the methods they were teaching preservice teachers were current and effective. The article discusses the foundational beliefs that influenced their teaching, the interdisciplinary curriculum they taught, some of the challenges they encountered, and a brief snapshot of the students' views of the curriculum. The authors discuss that putting their beliefs into practice outweighed the challenges they encountered--a culturally relevant, authentic, interdisciplinary curriculum can be effective in an urban classroom. The experience also assisted them in teaching their English and social studies methods classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01