Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling : A Systematic Review
Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE ed...
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| Veröffentlicht in: | The Australian journal of teacher education 2022-03, Vol.47 (3), p.36-56 |
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| container_end_page | 56 |
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| container_issue | 3 |
| container_start_page | 36 |
| container_title | The Australian journal of teacher education |
| container_volume | 47 |
| creator | Bourke, Terri L'Estrange, Lyra Willis, Jill Alford, Jennifer Davis, James Henderson, Deborah Tambyah, Mallihai Henderson, Senka Clark-Fookes, Tricia |
| description | Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a
significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE
courses. Three conceptions of integrated curriculum for ITE are highlighted - Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches - alongside benefits and barriers to enacting integrated curriculum. Recommendations
for further research and practice around integrated curriculum are proposed. [Author abstract] |
| doi_str_mv | 10.14221/ajte.2022v47n3.3 |
| format | Article |
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courses. Three conceptions of integrated curriculum for ITE are highlighted - Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches - alongside benefits and barriers to enacting integrated curriculum. Recommendations
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courses. Three conceptions of integrated curriculum for ITE are highlighted - Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches - alongside benefits and barriers to enacting integrated curriculum. Recommendations
for further research and practice around integrated curriculum are proposed. 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Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a
significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE
courses. Three conceptions of integrated curriculum for ITE are highlighted - Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches - alongside benefits and barriers to enacting integrated curriculum. Recommendations
for further research and practice around integrated curriculum are proposed. [Author abstract]</abstract><cop>Perth</cop><pub>Edith Cowan University, School of Education</pub><doi>10.14221/ajte.2022v47n3.3</doi><tpages>21</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0313-5373 |
| ispartof | The Australian journal of teacher education, 2022-03, Vol.47 (3), p.36-56 |
| issn | 0313-5373 1835-517X |
| language | eng |
| recordid | cdi_eric_primary_EJ1357694 |
| source | ERIC - Full Text Only (Discovery); EZB-FREE-00999 freely available EZB journals; Alma/SFX Local Collection |
| subjects | Barriers Computer-assisted instruction Curricula Curriculum development Education Foreign Countries Integrated Curriculum Interdisciplinary Approach Interdisciplinary approach in education Partnerships in Education Preservice Teacher Education Preservice Teachers Role Models Secondary School Teachers Student teachers Systematic reviews Teacher education Teacher education curriculum Teacher education programs Training of Transdisciplinary approach |
| title | Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling : A Systematic Review |
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