Towards a didactic model for multidisciplinary teaching. A didactic analysis of multidisciplinary cases in Finnish primary schools.

Autor/inn/en	Mård, Nina; Hilli, Charlotta
Titel	Towards a didactic model for multidisciplinary teaching. A didactic analysis of multidisciplinary cases in Finnish primary schools.
Quelle	In: Journal of curriculum studies, 54 (2022) 2, S. 243-258Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1827044
Schlagwörter	Primarbereich; Allgemeine Didaktik; Didaktik; Curriculumentwicklung; Fächerübergreifender Unterricht; Finnland
Abstract	This article investigates multidisciplinary teaching practices through models of General Didactics. Multidisciplinary education is gaining interest on international and national levels through policy reforms. Research on multidisciplinary teaching practices is often descriptive and there is a lack of theories to support teachers. General Didactics on the other hand builds on a long tradition of models and concepts (e.g., content, aims, and methods) relevant for the autonomous teacher who reflects on how to structure and execute the teaching practice. The didactic models of Wolfgang Klafki and Wolfgang Schulz were used when analysing two cases of multidisciplinary teaching in two Finnish primary schools. The question addressed is in what ways General Didactic principles, as defined by Klafki and Schulz, can be identified in the multidisciplinary teaching practices. The method of study is comparative, thematic analysis. The article suggests a theoretically and empirically informed didactic model for multidisciplinary teaching. Identified framing factors (school culture, collaboration, curricula) and shaping factors (subjects, competences, values and aims of education, student needs and interests, contemporary issues, methods) are included in the model for multidisciplinary teaching. The model may support teachers in planning and reflecting on multidisciplinary teaching. To strenghten its validity, the model needs to be empirically tested in different educational contexts.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/3