Abstract
This paper reports a trial by four teacher education lecturers designed to promote students’ higher order thinking through the integration of three courses in one semester of year one of a four-year Bachelor of Education program. Discussion among the lecturers identified a common theme, “Constructing the world, constructing meanings”, then found ways of building into the teaching and assessment items several integrating elements. One element used in two courses was a learning object, an online virtual school, Bridgeport. This paper discusses critically some recent literature concerning integration across courses or “program coherence” (King, Ladwig & Lingard, 2001; Newmann, King & Youngs, 2000). This is followed by a description of the study design, discussion of the results and plans for further work. Key questions include what meanings this form of integration of courses had for the student participants, especially in relation to developing higher order thinking, and for the lecturers involved, particularly concerning what integrating elements proved effective: common theme, assessment tasks, learning object, model of pedagogy used. Critical understandings of program coherence are offered.
