Doing Interdisciplinarity in Teacher Education. Resources for Learning through Writing in Two Educational Programmes

Autor/inn/en	Arneback, Emma; Blåsjö, Mona
Titel	Doing Interdisciplinarity in Teacher Education. Resources for Learning through Writing in Two Educational Programmes
Quelle	In: Education Inquiry, 8 (2017) 4, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blåsjö, Mona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1383804
Schlagwörter	Teacher Education Programs; Higher Education; Cooperative Learning; Writing (Composition); Interdisciplinary Approach; Student Projects; Theses; Academic Language; Teacher Student Relationship; Role; Profiles; Secondary School Teachers; Social Studies; Case Studies; Elementary School Teachers; Mathematics Instruction; Intellectual Disciplines; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; Schreibübung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; These; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Rollen; Charakterisierung; Profilanalyse; Gemeinschaftskunde; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Geisteswissenschaften; Ausland; Schweden
Abstract	With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students' possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a "block approach" that allows students to work independently, while the other is shaped as a "bridging approach" with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as "independent" or "collaborative" students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01