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Pedagogijska istraživanja, Vol. 11 No. 1, 2014.

Izvorni znanstveni članak

Integrated curriculum as a function of pedagogic competencies development

Vesna Buljubašić-Kuzmanović ; Filozofski fakultet Sveučilišta J.J. Strossmayera u Osijeku Odsjek za pedagogiju

Puni tekst: hrvatski pdf 251 Kb

str. 95-107

preuzimanja: 1.828

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Puni tekst: engleski pdf 108 Kb

str. 108-108

preuzimanja: 261

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Puni tekst: njemački pdf 108 Kb

str. 109-109

preuzimanja: 231

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Sažetak

Theoretical origins of this paper stem from the holistic pedagogy and integrative didactics that replace linear models of classroom teaching with hyperactive ones. They place three kinds of learning outcomes at the core: „to know”, „to do” and „to be”. „To know” refers to learning outcomes within individual disciplines, „to do” refers to those that connect disciplines and „to be” to those learning outcomes that exceed disciplines. My aim here is to present, on a multidisciplinary, interdisciplinary and transdisciplinary level, ten different models/methodologies for linking and integrating teaching plans and programmes and to throw light upon their contribution to the development of pedagogic competencies. Qualitative analysis results have shown that integrated curriculum contributes to the development of pedagogic competencies, especially of the „competency to act”, which is built and developed through integrative learning. Metacognitive and self-regulated learning is encouraged by theoretical knowledge, experiential knowledge, competency to act and „reflection in action” (during learning), as well as by „reflection on action” (after learning). Integrated curriculum as a function of pedagogic competencies development is interactive, focused on the process and action, not only on learning outcomes. It creates a new learning culture and changes the existing school structure dividing students according to age, programme, subjects and time tables. It advocates holistic learning, teamwork and the development of own pedagogic concept that is based on competencies.

Ključne riječi

classroom teaching; learning; integration; curriculum; competencies

Hrčak ID:

139588

URI

https://hrcak.srce.hr/139588

Datum izdavanja:

21.5.2014.

Podaci na drugim jezicima: hrvatski njemački

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