Through the Example of the Introduction of Integrated Teaching
DOI:
https://doi.org/10.14712/23362189.2021.2062Keywords:
integrated teaching, team teaching, case study, STEMAbstract
Integrated teaching is one of the trends in contemporary education and is embedded in educational and curricular policy documents. It enables the application of various (cross-curricular, logical, structural, analogous) links in the content of educational areas, especially the interconnection of theoretical knowledge with practical activities with pupils.
Teachers in the Czech Republic are trained in two-subject qualifications, and we assume that comprehensive integrated teaching could be a novelty or challenge for them. This paper presents a case study in which the way of implementing integrated teaching into practice was monitored in a selected primary school. We were interested in the factors that support or hinder its effective implementation, and we also looked at the views of specific people who participated in its implementation.
The results of the school development research show that for the success of the implementation of integrated teaching in practice, active and motivated cooperation of people at different levels in the school organization is needed, including the creation of appropriate conditions at these levels. We came to the same conclusions in our study, in which four respondents from a selected school that is seeking to implement integrated teaching into practice provided us with information about their personal experience with this approach, the opportunities and risks associated with the implementation process, the appropriate conditions, and their visions.
We believe that the information presented in this article can be an example of an interesting practical experience, but also an inspiration for teachers, student teachers, teacher educators, or school management to plan and implement an integrated curriculum for the teaching of science and mathematics effectively.
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