Australian Journal of Teacher Education
Abstract
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.
Recommended Citation
Hammond, C., & McCallum, F. (2009). Interdisciplinarity: bridging the University and field of practice divide. Australian Journal of Teacher Education, 34(2). https://doi.org/10.14221/ajte.2009v34n2.5