Teacher Candidates Collaborate to Create Place-Based Integrated Curriculum

Authors

Amanda Wall, Georgia Southern UniversityFollow
Taylor Norman, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

2021

Publication Title

Middle Grades Review

ISSN

2379-4690

Abstract

A small group of middle level teacher candidates collaborated to create place-based integrated curriculum. These candidates and the authors, two teacher educators, selected two local sites, visited them together, and debriefed these visits. State and national standards as well as guidelines for integrated curriculum (e.g., Beane, 1997; Nesin & Lounsbury, 1999) informed the process. Through interpretive phenomenology analysis (Smith et al., 2009), we analyzed place-based learning as a catalyst for collaboration. Teacher candidates recognized possibilities with place-based learning to draw on local cultural, historical, and natural resources in ways that are relevant to students and their communities. We offer implications for teacher educators and middle level educators invested in place-based pedagogies and curricula.

Comments

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Wall, Amanda, Taylor Norman. 2021. "Teacher Candidates Collaborate to Create Place-Based Integrated Curriculum." Middle Grades Review, 7 (3). source: https://scholarworks.uvm.edu/mgreview/vol7/iss3/7/
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/177