Pre-Service Teachers' Shifting Perceptions of Cross-Curricular Practice: The Impact of School Experience in Mediating Professional Insight

Autor/inn/en	Heywood, David; Parker, Joan; Jolley, Nina
Titel	Pre-Service Teachers' Shifting Perceptions of Cross-Curricular Practice: The Impact of School Experience in Mediating Professional Insight
Quelle	In: International Journal of Educational Research, 55 (2012), S.89-99 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.07.003
Schlagwörter	Interdisciplinary Approach; Preservice Teacher Education; Integrated Curriculum; Student Teachers; Educational Experience; Student Teacher Attitudes; Science Education; Art Education; Thematic Approach; Educational Strategies; Curriculum Design; Educational Environment; Educational Policy + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungserfahrung; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Themenzentrierter Unterricht; Lehrstrategie; Lehrplangestaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik
Abstract	Contemporary educational debate in curriculum organisation and pedagogy has focused on the merits or otherwise of integrating disciplines for more effective learning. A wide range of terms is used to describe the various traditions associated with the presentation and structure of the curriculum and there are various perspectives on the purposes and efficacy of such approaches. Terms such as cross-curricular, thematic and interdisciplinary learning encompass a broad range of interpretations that place different emphases on the process of interdisciplinary organisation. It is often suggested that integration in its various forms promotes understanding through building connections in meaningful learning contexts. However, the delivery of a more integrated curriculum depends on teachers' abilities to integrate knowledge appropriately such that pupils are able to make productive links between subjects. This presents a particular challenge in initial teacher education; this paper explores how student teachers' conceptualisation of these practices is mediated and influenced in relation to their experience in school. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10