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This book explores the status of training for interdisciplinary instruction of K-12 teachers in NCATE-accredited teacher education programs in the United States. Further, program leader beliefs about interdisciplinary instruction were surveyed, and consistency of those beliefs with the actual conduct of their programs was studied. Research is lacking on models for and prevalence of teacher education to prepare for interdisciplinary instruction. Deans or department heads of teacher education programs throughout the United States were surveyed. These leaders were also asked to identify exemplary programs of teacher education with respect to interdisciplinary instruction. Strong positive attitudes about interdisciplinary instruction were registered by survey participants, while exploration of their teacher education programs showed markedly less effect from these pedagogies. Results should be of value to those in educational policy, academic administration, teacher education and interdisciplinary instruction at K-12 and higher education levels.
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