Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.

中文翻译：

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使用基于项目的学习为职前教师整合多种素养

使用基于项目的学习方法，三位教师教育工作者，教授三种不同的方法课程，共同创建、计划和评估由职前候选人完成的基于艺术的作业。职前教师创建了一个动画项目，同时在三个学科领域应用课程期望：视觉艺术、音乐和语言艺术。三个科目为了教学目的被分开，在小组工作和创作过程中被整合，然后使用协商报告进行联合评估。本文描述了该项目，并详细说明了当学生的期望受到他们先前孤立的、基于学科的学习经验的限制时，跨机构隔离课程整合教学和学习的挑战，