QUESTIONING THE BOUNDARIES: KNOWLEDGE INTEGRATION IN METHODS AND CONTENT COURSES.

Ball (2000) noted, "subject matter and pedagogy have been peculiarly and persistently divided in the conceptualization and curriculum of teacher education" (p. 241). In this study, we investigated the opportunities secondary pre-service teachers (PSTs) had to integrate their knowledge of mathematics, learners, and pedagogy in a methods and content course taught in tandem. We describe the frequency of opportunities that PSTs had to integrate the various combinations of teacher knowledge and the instructional moves associated with this integration. Recommendations for preservice teacher education and directions for further research will be provided. [ABSTRACT FROM AUTHOR]