Abstract:
In 1998 the University of Otago introduced a new primary teacher education degree which aimed to replicate the interdisciplinary curriculum programmes of New Zealand primary schools. This approach had significant implications for the course content and the structure of teaching programmes. It acknowledged the connected nature of the curriculum essential learning areas and influenced the cross-curricula manner in which lecturers worked. The curriculum papers also examined the theory and history of curriculum integration as a context within which the students would achieve the following programme goals;
- To develop their understandings of how children learn
- To develop the ability to plan teach and assess across the curriculum recognising the diversity of learners and
- To develop negotiated classroom curriculum programmes for children.
This paper reports on the challenges and success of this approach. Specifically it discusses the findings that are emerging from on-going student teacher interviews and their course work. It raises questions concerning the lecturers' role in the programme and the implicit and explicit elements of their teaching. It examines the student teachers' developing understandings of the various barriers and benefits that any curriculum model can present to individual children.
- To develop their understandings of how children learn
- To develop the ability to plan teach and assess across the curriculum recognising the diversity of learners and
- To develop negotiated classroom curriculum programmes for children.
This paper reports on the challenges and success of this approach. Specifically it discusses the findings that are emerging from on-going student teacher interviews and their course work. It raises questions concerning the lecturers' role in the programme and the implicit and explicit elements of their teaching. It examines the student teachers' developing understandings of the various barriers and benefits that any curriculum model can present to individual children.