Reducing Fragmentation in University Pre-Service Teacher Education

We report insights from a design research study in higher education that aims at overcoming pre-service teachers’ experiences of fragmentation their educational programmes. The approach started the assumption could be reduced by initiating and conducting boundary crossing between practices subject matter didactics courses university. Following this assumption, principle design(ing) for interlinking (domain-specific pedagogy) was implemented two subjects teacher university, one mathematics English language teaching. linking we strive is two-fold: On hand, it requires curricular organisational dovetailing involved (boundary design); on other space where students are urged to try interlink courses’ contents thinking acting designing). principle, nested developed which students’ designs teaching practice interlocked with university level. In paper, illustrate kinds findings empirical examples: conditional model intertwined realisation types linking, strategies as heuristics acting.