Pedagogies of Transferring Multidisciplinary and Integrated Knowledge Through a Curriculum Designed for Preservice Sciences Teacher Education Volume 4 - Issue 5

Hsin Yi Chen¹ and Richard Lynn²*

• ¹Department of Special Education, National Taiwan Normal University, Taiwan
• ²Ulster Institute for Social Research, London, UK

Received: February 10, 2021   Published: February 19, 2021

Corresponding author: Kwanele Booi, Faculty of Education; Senior and Further Education, Cape Peninsula University of Technology, South Africa

DOI: 10.32474/SJPBS.2021.04.000199

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Abstract

This study explored teacher educators’ conceptions of adequate educators’ preparation to teach school curriculum through principle of knowledge integration. Interpretive research paradigm through employing qualitative research approach through multiple case studies of purposively sampled universities was used. Science Teacher Educators in this study were interviewed with a purpose to view their perspectives of what knowledge integration entails and how it informed their curriculum design and development to train and develop 21st century teachers. Lecturers suggested clustering knowledge from different sciences knowledge domains through thematic and modular approaches to integrate related knowledge in teaching science education. This study discovered emergence of shifting from using conventional curriculum programming to make an allowance for knowledge integration which ushers in a curriculum that is aligned to school curriculum, with depth in content knowledge and practical competencies required in inquiry-based nature of science.

Abstract| Introduction| Literature Review| Theories Influencing the Teaching and Learning of the Sciences Curriculum| Methodology| Results and Discussion| Linking Academic Disciplinary Content with the School Sciences Curriculum| Pedagogical Approaches to Teaching and Learning in Sciences| Institution| Engaging Students in the Sharing of Information: Critical and Hermeneutic Paradigms| Conclusion| References|