Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme
An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP) which features transd...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2017-09-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/142/139 |
| _version_ | 1797916474525876224 |
|---|---|
| author | Michael J. Savage Susan M. Drake |
| author_facet | Michael J. Savage Susan M. Drake |
| author_sort | Michael J. Savage |
| collection | DOAJ |
| description | An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, “It’s a framework” outlines participants’ understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, “Get on board”, examines participants’ thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, “Their learning journey”, discusses participants’ beliefs around the success of a transdisciplinary curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided. |
| first_indexed | 2024-04-10T12:57:46Z |
| format | Article |
| id | doaj.art-043864306e8047fcaeb02df9482f3b02 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T12:57:46Z |
| publishDate | 2017-09-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-043864306e8047fcaeb02df9482f3b022023-02-15T16:13:21ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92982017-09-0191120Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programmeMichael J. Savage0Susan M. Drake1Brock UniversityBrock UniversityAn integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, “It’s a framework” outlines participants’ understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, “Get on board”, examines participants’ thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, “Their learning journey”, discusses participants’ beliefs around the success of a transdisciplinary curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided.https://iejee.com/index.php/IEJEE/article/view/142/139Transdisciplinaryintegrated curriculuminterdisciplinary curriculumInternational Baccalaureate (IB)elementary |
| spellingShingle | Michael J. Savage Susan M. Drake Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme International Electronic Journal of Elementary Education Transdisciplinary integrated curriculum interdisciplinary curriculum International Baccalaureate (IB) elementary |
| title | Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme |
| title_full | Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme |
| title_fullStr | Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme |
| title_full_unstemmed | Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme |
| title_short | Living transdisciplinary curriculum: Teachers’ experiences with the ınternational baccalaureate’s primary years programme |
| title_sort | living transdisciplinary curriculum teachers experiences with the international baccalaureate s primary years programme |
| topic | Transdisciplinary integrated curriculum interdisciplinary curriculum International Baccalaureate (IB) elementary |
| url | https://iejee.com/index.php/IEJEE/article/view/142/139 |
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