- Lærerstuderende 3. år
- Læreruddannelsen Aalborg
Engelsk semesteropgave om interdisciplinary teaching (tværfaglig undervisning). Emnet er diskuteret på tre niveauer: Almen didaktisk, fagdidaktisk og praktisk.
General didactics 2
Interdisciplinary contexts 2
Planning a teaching course 3
Preconditions of learning 3
Framework of the course 4
Aims of the course 4
Teaching course 5
Home economics 6
Evaluation of teaching 6
The Education Act of 1993 introduced new method of teaching called interdisciplinary teaching. Although this might have been practiced occasionally in the Danish “Folkeskole” before '93, it had not been a demand until this Act came into effect.
Interdisciplinary teaching in its true form, as we will define later, is fundamentally different from normal subject-oriented teaching and has forced Danish teachers, during the last decade, to re-evaluate and reorganize their teaching. Issues like teacher collaboration, project work, working across the timetables and focussing on the individual pupil are all essential in interdisciplinary contexts.
In fact, the change of methods caused by the Act of '93 was of such proportions that even today, nearly 10 years after, it is common to find teachers that are reluctant to try these new ideas.
We find the issue of interdisciplinary teaching very important, since we believe this increases the motivation of the pupils and gives them a more coherent understanding of essential aspects of life.
As future English teachers we are pleased by the fact that the subject of English adapts in a obvious manner to this way of teaching.
In this assignment we will discuss interdisciplinary teaching on different levels. We will start by defining the concept in a general didactical perspective. Next we will describe important matters when planning a teaching course using Hiim and Hippe's “didactical relationmodel”, including an examination of the English “Faghæfte”.
Following we will describe an actual interdisciplinary course, which one of our group members (Miriam) has tried out in the practical period.
In our conclusion we will reflect upon interdisciplinary teaching on a subject didactical level.
We would like to emphasize that the goal of this paper is not to determine whether interdisciplinary teaching is right or wrong, since we already firmly believe it to be a positive development of the “folkeskole”. We merely want to explain the concept on the three levels described above... Køb adgang for at læse mere