Integrating curriculum: a case study of teaching Global Education. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne
• Is Part Of: European journal of teacher education. Volume 41:Issue 2(2018)
• Page Start: 187
• Page End: 201
• Publication Date: 2018-03-15
• Subjects: Integrating curriculum -- Global Education -- teacher education curriculum -- professional experience -- twenty-first century pedagogies; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2018.1426565
• Languages: English
• ISSNs: 0261-9768

Abstract

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.