Integrated classroom teaching

Vran, Tanja. (2017). Integrated classroom teaching. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Pedagogy. [mentor Kolak, Ante].

Preview

PDF (Croatian) Download (818kB) | Preview

Abstract

Integrated teaching appeared while presenting a critique of the traditional educational system. It developed through ideas and practices of educators Dewey, Malaguzzi, Kohl and others, starting with the theoretical knowledge that children learn actively and by personal construction of knowledge. The modern practice of integrated teaching is based on constructivist principles. For integrated teaching it is important that the data can be subjected to new interpretations, questioning and judgment. In this way, students reach conclusions about the contents and make connections with real and contemporary phenomena. It is necessary to distinguish the basic forms of integrated teaching; correlation, thematic teaching and project, of which is the thematic teaching most appropriate for use in classroom instruction. In the planning and implementation of integrated teaching teacher should invest a lot of effort, which is possible to see in a portrayal of the events in an integrated teaching day which is qualitatively analyzed in this study. Also, in this study it is presented how were through the role of a teacher, students and a classroom accomplished constructivist principles of work and what their frequency of realization was. By the observation of constructivist principles in integrated classroom teaching sought to achieve a better understanding of integrated learning and give teachers insight into examples of good practice that could help them improve their own teaching practice.

Actions (login required)

View Item