Teachers' and principals' views of interdisciplinary learning

Etan Cohen; Gad Marcus; Uri Gavish; Oren Yehi-Shalom; Nurit Novis-Deutsch; Hanan Alexander

Teachers' and principals' views of interdisciplinary learning

Etan Cohen, Gad Marcus, Uri Gavish, Oren Yehi-Shalom, Nurit Novis-Deutsch, Hanan Alexander

Department of Learning and Instructional Sciences

University of Haifa

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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	American English
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
Pages	123-130
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 1 Jan 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

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

Cohen, E., Marcus, G., Gavish, U., Yehi-Shalom, O., Novis-Deutsch, N., & Alexander, H. (2022). Teachers' and principals' views of interdisciplinary learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 123-130). (Proceedings of International Conference of the Learning Sciences, ICLS).

Cohen, Etan ; Marcus, Gad ; Gavish, Uri et al. / Teachers' and principals' views of interdisciplinary learning. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. 2022. pp. 123-130 (Proceedings of International Conference of the Learning Sciences, ICLS).

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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.",

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Cohen, E, Marcus, G, Gavish, U, Yehi-Shalom, O, Novis-Deutsch, N & Alexander, H 2022, Teachers' and principals' views of interdisciplinary learning. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, pp. 123-130, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

Teachers' and principals' views of interdisciplinary learning. / Cohen, Etan; Marcus, Gad; Gavish, Uri et al.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. 2022. p. 123-130 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Teachers' and principals' views of interdisciplinary learning

AU - Cohen, Etan

AU - Marcus, Gad

AU - Gavish, Uri

AU - Yehi-Shalom, Oren

AU - Novis-Deutsch, Nurit

AU - Alexander, Hanan

PY - 2022/1/1

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N2 - 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.

AB - 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.

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BT - International Collaboration toward Educational Innovation for All

A2 - Chinn, Clark

A2 - Tan, Edna

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Cohen E, Marcus G, Gavish U, Yehi-Shalom O, Novis-Deutsch N, Alexander H. Teachers' and principals' views of interdisciplinary learning. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. 2022. p. 123-130. (Proceedings of International Conference of the Learning Sciences, ICLS).

Teachers' and principals' views of interdisciplinary learning

Abstract

Publication series

Conference

UN SDGs

All Science Journal Classification (ASJC) codes

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Cite this