Integrating Curriculum: A Case Study of Teaching Global Education
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| Title: | Integrating Curriculum: A Case Study of Teaching Global Education |
|---|---|
| Language: | English |
| Authors: | Ferguson-Patrick, Kate, Reynolds, Ruth, Macqueen, Suzanne |
| Source: | European Journal of Teacher Education. 2018 41(2):187-201. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Global Education, Teaching Methods, Integrated Curriculum, Case Studies, Curriculum Implementation, Preservice Teachers, Teaching Experience, National Standards, Guidelines, Curriculum Evaluation, Accreditation (Institutions), Student Surveys, Educational Policy, Policy Analysis, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/02619768.2018.1426565 |
| ISSN: | 0261-9768 |
| Abstract: | Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers' experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers' professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills, for young citizens and this must begin in preservice education. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2018 |
| Accession Number: | EJ1170442 |
| Database: | ERIC |
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| Abstract: | Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers' experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers' professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills, for young citizens and this must begin in preservice education. |
|---|---|
| ISSN: | 0261-9768 |
| DOI: | 10.1080/02619768.2018.1426565 |
