Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

Autor/inn/en	Jakavonyte-Staškuviene, Daiva; Mereckaite-Kušleike, Ingrida
Titel	Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 2, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jakavonyte-Staškuviene, Daiva) ORCID (Mereckaite-Kušleike, Ingrida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09489-5
Schlagwörter	Foreign Countries; Elementary Education; Integrated Curriculum; Academic Achievement; Competence; Emotional Development; Educational Practices; Elementary School Teachers; Learning; France + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Schulleistung; Kompetenz; Gefühlsbildung; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernen; Frankreich
Abstract	Contemporary educational theory and practice increasingly emphasise the importance of integrated education in creating the conditions for success for primary school students. In Lithuania, as part of the 2020-2024 curriculum update and the development of general curricula, integrated education is highlighted as one of the priorities for achieving harmony between pupils' academic achievements and the development of general competences, as well as the creation of a favourable emotional environment for pupils. This creates a strategic perspective on the content of education. However, there is a lack of research and insights into how such practices can be developed smoothly. For this reason, our research was carried out by targeting one of the Francophone institutes in southern France, which has successfully implemented an integrated education practice that enables learning for every pupil in the primary grades. The study analysed the context, i.e. the concept of the educational institution's activities, which shows what should be done and how it should be done in order to achieve the quality of integrated education. In addition, the data were obtained through semi-structured interviews with 4 teachers at the Institute with experience in integrated education. Qualitative content analysis was used to inductively search for answers describing the essence of integrated education, the most important processes to reflect on before engaging with pupils, and to deductively identify how certain elements contribute to creating the conditions conducive to integrated education and pupils' successful learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01