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New Visions for Enhancing P-12 Standards-Based Pedagogical Content Knowledge: An Interdisciplinary Collaboration Between Teacher Education and Arts and Sciences Faculty
Unformatted Document Text:  Proposal Title: New Visions for Enhancing P-12 Standards-Based Pedagogical Content Knowledge: An Interdisciplinary Collaboration between Teacher Education and Arts and Sciences Faculty Section I: Content A. Statement of the Issue:The knowledge base in Teacher Education is clear that highly qualified teachers have strong content knowledge (Eight questions of teacher preparation: What does the research say? A summary of the findings. 2003). It is evident that Adolescent/Young Adult and Middle Childhood majors need strong subject area concentrations, but it is also true that Early Childhood, Intervention Specialist, and Multi-Age (Art, Music, and Foreign Language) licensure candidates need a depth of disciplinary understanding in order to be effective teachers. A national movement that our state’s Department of Education has embraced is an alignment of the Arts and Science courses that preservice teacher’s take, and the P – 12 academic content standards. This initiative made that connection more purposeful and evident by incorporating Pedagogical Content Seminars (PCS) conducted by Arts and Science faculty members in conjunction with Teacher Education faculty who teach the introductory course “The Profession of Teaching” into that introductory Teacher Education course. The Teacher Education faculty are knowledgeable about the P-12 Academic Content Standards for Math, Science, Language Arts, and Social Studies, and the Arts and Science Faculty representing those fields, know the content required of Teacher Education candidates in the preservice program in these four subject areas. As teams composed of A & S and Teacher Education faculty, they facilitated the PCS to support beginning teacher candidates making connections between the Arts and Science content areas with the academic standards for learners in schools. The team was further strengthened by the participation of four upper level teacher candidates in the Early Childhood, Middle Childhood, Adolescent to Young Adult, and Intervention Specialist licensure programs. These candidates who recently completed their liberal arts coursework were now familiar with the content standards through student teaching, and were able to make relevant connections and share examples during the seminars. These PCS were taken by the Introduction to Education candidates on the first four “field days” that were structured into their schedules, before they began participating in schools. There were eight sections of this introductory course so approximately 200 students participated in the seminars. This would help our students begin their academic experience at UD with an insight into their content courses. As they took the courses, they could continue to make that connection. The fact that they were second semester first year students was advantageous, since they had prior experiences with college level courses. This “roadmap” for their four years of content courses would also assist them in preparation for the content test in PRAXIS II, which they must pass in order to be recommended for licensure in our state. This proposal is set in the context of the importance of partnering with A & S faculty within institutions, particularly in relation to pedagogical content knowledge. The more the A & S faculty understand the academic expectations on our candidates for their students’ learning, will only enhance the quality of our teacher preparation program. Having the students make the specific connections of the content of their liberal arts courses to the academic content standards within their field experiences only enhances the relationships between the teacher preparation programs and the P- 12 partner schools. B. Literature Review:

Authors: Hart, Patricia., Tillman, Beverly., Ferguson, Susan., Bardine, Bryan., Krakowski, Rebecca., Pair, Don. and Yungblut, Laura.
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Proposal Title: New Visions for Enhancing P-12 Standards-Based Pedagogical Content
Knowledge: An Interdisciplinary Collaboration between Teacher Education and Arts and
Sciences Faculty
Section I: Content
A. Statement of the Issue:
The knowledge base in Teacher Education is clear that highly qualified teachers have strong
content knowledge (Eight questions of teacher preparation: What does the research say? A
summary of the findings. 2003). It is evident that Adolescent/Young Adult and Middle
Childhood majors need strong subject area concentrations, but it is also true that Early Childhood,
Intervention Specialist, and Multi-Age (Art, Music, and Foreign Language) licensure candidates
need a depth of disciplinary understanding in order to be effective teachers. A national
movement that our state’s Department of Education has embraced is an alignment of the Arts and
Science courses that preservice teacher’s take, and the P – 12 academic content standards.
This initiative made that connection more purposeful and evident by incorporating Pedagogical
Content Seminars (PCS) conducted by Arts and Science faculty members in conjunction with
Teacher Education faculty who teach the introductory course “The Profession of Teaching” into
that introductory Teacher Education course. The Teacher Education faculty are knowledgeable
about the P-12 Academic Content Standards for Math, Science, Language Arts, and Social
Studies, and the Arts and Science Faculty representing those fields, know the content required of
Teacher Education candidates in the preservice program in these four subject areas. As teams
composed of A & S and Teacher Education faculty, they facilitated the PCS to support beginning
teacher candidates making connections between the Arts and Science content areas with the
academic standards for learners in schools. The team was further strengthened by the
participation of four upper level teacher candidates in the Early Childhood, Middle Childhood,
Adolescent to Young Adult, and Intervention Specialist licensure programs. These candidates
who recently completed their liberal arts coursework were now familiar with the content
standards through student teaching, and were able to make relevant connections and share
examples during the seminars.
These PCS were taken by the Introduction to Education candidates on the first four “field days”
that were structured into their schedules, before they began participating in schools. There were
eight sections of this introductory course so approximately 200 students participated in the
seminars.
This would help our students begin their academic experience at UD with an insight into their
content courses. As they took the courses, they could continue to make that connection. The fact
that they were second semester first year students was advantageous, since they had prior
experiences with college level courses. This “roadmap” for their four years of content courses
would also assist them in preparation for the content test in PRAXIS II, which they must pass in
order to be recommended for licensure in our state.
This proposal is set in the context of the importance of partnering with A & S faculty within
institutions, particularly in relation to pedagogical content knowledge. The more the A & S
faculty understand the academic expectations on our candidates for their students’ learning, will
only enhance the quality of our teacher preparation program. Having the students make the
specific connections of the content of their liberal arts courses to the academic content standards
within their field experiences only enhances the relationships between the teacher preparation
programs and the P- 12 partner schools.
B. Literature Review:


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