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ERIC Number: EJ922753
Record Type: Journal
Publication Date: 2009-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0313-5373
Interdisciplinarity: Bridging the University and Field of Practice Divide
Hammond, Cathryn; McCallum, Faye
Australian Journal of Teacher Education, v34 n2 p50-63 Mar 2009
Modeling inter-disciplinary teaching and learning practices within a critical pedagogical framework has produced powerful learning outcomes for graduates of the Primary/Middle Bachelor of Education degree at the University of South Australia. This paper explores the notion of how best to prepare beginning teachers to work with students in their middle years of schooling in Studies of Society and Environment. Of particular focus are teacher education courses that model interdisciplinary ways of working. The inquiry found that interdisciplinary course work was replicated and built upon by beginning teachers and where schools encouraged the notion of interdisciplinarity beginning teachers flourished as designers of curriculum. The authors argue that Studies of Society and Environment is currently well placed to be incorporated into interdisciplinary curriculum frameworks and assist in meeting the goals of middle schooling philosophy. (Contains 1 footnote.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia