Abstract
A program is described which approximates the noncategorical approach and serves as a transition from categorical to noncategorical programs in teacher education. The essential components of this program were (a) the identification of course content that was common and unique to four methods courses, (b) the development of semi-independent modules of instruction, (c) team teaching, and (d) presentation of content in large groups followed by small group instruction. Evaluation indicated that students and faculty were generally receptive to this approach.
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