The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity

Autor/inn/en	Sáez, Israel Alonso; Sancho, Naiara Berasategi
Titel	The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity
Quelle	In: Journal of New Approaches in Educational Research, 6 (2017) 2, S.127-134 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sáez, Israel Alonso) ORCID (Sancho, Naiara Berasategi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Integrated Curriculum; College Faculty; Professional Identity; Interdisciplinary Approach; Organizational Culture; Discussion Groups; Learning Modules; Instructional Innovation; Teaching Methods; Semi Structured Interviews; Administrator Surveys; Teacher Surveys; Student Surveys; Transformative Learning; Educational Practices; Foreign Countries; Case Studies; Participant Observation; Qualitative Research; Spain + Suchen Sie Ihr Suchwort? Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unternehmenskultur; Learning module; Lernmodul; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Pädagogische Transformation; Bildungspraxis; Ausland; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Qualitative Forschung; Spanien
Abstract	The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff and affects their professional identity by encouraging co-responsibility throughout the process. Communicative methodology is employed, which assists in the integration of the people in the investigation, so that they form part of the process of study under equal terms. The production of data was done through in-depth interviews, discussion groups, and documental analysis. The Interdisciplinary Activity Module (IAM) was developed in small groups, of 12-15 individuals, through active methodologies, and the university teachers needed to incorporate it into their discourse and relations with other colleagues and with their students. The results show that an integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth, and that it happens through changes in their ways of relating and acting as teachers. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01