Reconceptualizing Curriculum for the PDS: University Faculty Negotiate Tensions in Collaborative Design of Methods Courses

Abstract

Sharing the stories of four university faculty members, this article explores the experience of co-constructing teacher education methods curriculum with university- and school-based partners. This article's primary focus is the experience of the university faculty members as they negotiate the new territory of collaborative planning and delivery of teacher education curriculum with their school-based partners. They are reconceptualizing traditional methods course curriculum to match the needs of their specific PDS context. Individual portraits of the university faculty are described, and four themes are highlighted as integral to their collective story: Learning how to create a participative culture, Risk-taking and vulnerability, The threads that unite, and Tensions between theory and practice.