Abstract
Little is known about how teachers and principals view interdisciplinarity at the K-12 level. In recent years, we have been working with Israel's Ministry of Education and ten secondary schools to develop and enact interdisciplinary curricula in the humanities. During this partnership, we conducted a series of twenty-four interviews with teachers and principals, to glean their views of interdisciplinarity. We found that they understood interdisciplinarity as a broad reform with the potential to impact school life in myriad ways. Moreover, their views on the definitions, potential benefits, and ways to enact interdisciplinarity at the K-12 level extended beyond a cognitive lens, to include sociocultural and critical interpretations as well. Ultimately, we believe that teachers and principals are uniquely situated, and that their points of view could contribute to a grounded theory of interdisciplinarity at the K-12 level, which is currently lacking.
Original language | English |
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Title of host publication | International Collaboration toward Educational Innovation for All |
Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 123-130 |
Number of pages | 8 |
ISBN (Electronic) | 9781737330653 |
State | Published - 2022 |
Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022 |
Publication series
Name | Proceedings of International Conference of the Learning Sciences, ICLS |
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ISSN (Print) | 1814-9316 |
Conference
Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
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Country/Territory | Japan |
City | Virtual, Online |
Period | 6/06/22 → 10/06/22 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education