Subject Matter Specific Curriculum Integration: A Quantitative Study of Finnish Student Teachers' Integrative Content Knowledge

Autor/in	Niemelä, Mikko
Titel	Subject Matter Specific Curriculum Integration: A Quantitative Study of Finnish Student Teachers' Integrative Content Knowledge
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1989288
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Integrated Curriculum; Student Teachers; Student Teacher Attitudes; Secondary School Teachers; Teacher Education Programs; Teaching Experience; Correlation; Knowledge Base for Teaching; Finland + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Finnland
Abstract	Curriculum integration has recently stirred growing interest in educational discourses. New Finnish core curricula for basic education and for general upper secondary schools encourage and even obligate schools to integrate the curriculum. Integration has been deemed to be important, as the boundaries between school subjects have remained unnecessarily rigid. Integration is needed to construct a coherent structure for educational knowledge allowing for the study of broad-ranging topics crossing the subject boundaries. This paper is a piece of quantitative research based on a questionnaire completed by Finnish student teachers (N = 243) studying to teach a range of subjects in secondary schools (age groups 13-18). The questionnaire explored student teachers' readiness to generate integrative topics between subjects. Variables such as teaching experience or expertise in several subjects did not correlate with the readiness and the subject matter was found to be the main correlating variable. The results outlined in this paper indicate that subject specific differences exist in the potentiality of subjects to be integrated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01