Developing Pre-Service Primary Teachers' Perceptions of Cross-Curricular Teaching through Reflection on Learning

Autor/inn/en	Parker, Joan; Heywood, Dave; Jolley, Nina
Titel	Developing Pre-Service Primary Teachers' Perceptions of Cross-Curricular Teaching through Reflection on Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 6, S.693-716 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2012.746504
Schlagwörter	Evidence; Teaching Methods; Preservice Teacher Education; Group Discussion; Learning Experience; Graduate Students; Student Teachers; Student Teacher Attitudes; Reflection; Elementary School Teachers; Art Education; Science Instruction; Pedagogical Content Knowledge; Positive Attitudes; Interdisciplinary Approach; Questionnaires + Suchen Sie Ihr Suchwort? Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Gruppendiskussion; Lernerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fragebogen
Abstract	In recent years, there has been greater emphasis placed on cross-curricular approaches to teaching and learning evidenced in changes to curriculum guidance in a number of countries. Research indicates the complexity and challenge of such approaches to curriculum organisation, and presentation is considerable. This small scale study is focused on post graduate student teachers' perceptions of cross-curricular approaches to the planning, organisation and representation of the primary curriculum. It tracks their emerging understanding of the nature of cross-curricular education prior to and following their own cross-curricular learning experience in art and science. The discussion draws on empirical evidence from questionnaires and reflective group discussion to identify student teachers' emerging insights into the rationale underpinning such approaches to teaching and learning. The findings reveal a paradox between their initial positive perceptions and their direct experiences of such practice. The conclusions identify some implications for enhancing critical engagement and the development of teacher subject and pedagogic knowledge in initial teacher education. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10