Abstract:
This case study investigated how a collaborative, interdisciplinary partnership supported preservice teachers’ approach to integrating content and pedagogy in coursework and field-based experiences at a large, public university. The collaboration involved articulating shared goals and objectives, planning and teaching co-requisite courses, and sharing a vision of shaping future social studies teachers. The research questions that framed this study were: What elements contributed to a successful collaborative, interdisciplinary partnership? How did faculty involved in the collaboration conceptualize supporting pre-service teachers’ development of pedagogical content knowledge (PCK)? The voices of the faculty members involved in this collaboration are highlighted to illustrate how they conceptualized meeting the needs of preservice social studies teachers. Findings included identifying the constraints and benefits of partnerships as well as contributing factors to a successful interdisciplinary partnership. Identifying the evolving definition and role of PCK in the training of future social studies teachers is also addressed.
