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ERIC Number: EJ1223023
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
Using Wicked Problems to Foster Interdisciplinary Practice among UK Trainee Teachers
Kate, Hawkey; James, Jon; Tidmarsh, Celia
Journal of Education for Teaching: International Research and Pedagogy, v45 n4 p446-460 2019
An uncertain world characterised by the complexity associated with 'Wicked' problems presents formidable challenges for the preparation of teachers. This paper reports on one cycle in a larger action research project in which subject specialist trainee teachers worked in inter-disciplinary groups to design and run classroom-based workshops on climate change for pupils aged 12-14. While the project sought to explore interdisciplinary working, subject specialisms and their values were not abandoned, recognising that diversity can lead to more powerful, collective knowledge being generated. The Wicked problem of climate change was initially examined from different subject perspectives, identifying the opportunities that the work afforded in each subject, along with the challenges that accompanied them. The findings suggest that trainee teachers valued the collaboration and the opportunity to develop different pedagogical approaches used by different subjects. The framing of the project around a Wicked problem supported trainee teachers in understanding that no one subject had an authoritative prerogative over the topic while the disquiet that the interdisciplinary project provoked, in some cases, served to instigate new transformative learning which stretched beyond traditional disciplinary boundaries.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom