Our Story: The Development of a Framework for Collaborative Course Design

Abstract

Preservice teachers must be afforded authentic opportunities to make necessary connections between courses. Integrative pedagogy provides a theoretical lens collaboratively and intentionally aligning courses. The integration of coursework has the potential to eradicate the silos that permeate the skyline of teacher preparation programs. This case study focused on the practices used in the implementation and facilitation of integrative pedagogy to collaboratively redesign two teacher preparation program courses. Findings revealed recommendations and considerations for the development of the Framework for Collaborative Course Design to guide course revisions where preservice teachers make critical connections between theory and practice across courses.