Doing interdisciplinarity in teacher education. Resources for learning through writing in two educational programmes

With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students' possibilities when they write independent projects/bachelor theses? The paper p...

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Bibliographic Details
Published in:Education Inquiry 2017-10, Vol.8 (4), p.299-317
Main Authors: Arneback, Emma, Blåsjö, Mona
Format: Article
Language:English
Subjects:
Academic Language
academic literacies
academic writing
Case Studies
Collaboration
Cooperative Learning
Elementary School Teachers
Foreign Countries
Higher Education
independent projects
Intellectual Disciplines
interdisciplinarity
Interdisciplinary Approach
Learning
Mathematics Instruction
organisation of higher education
organisation of highereducation
Profiles
Role
Secondary School Teachers
Social Studies
Student Projects
Students
Teacher education
Teacher Education Programs
Teacher Student Relationship
Theses
Writing (Composition)
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Summary:With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students' possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the Academic Literacies approach. The analysis shows that one of the programmes shapes interdisciplinarity by a "block approach" that allows students to work independently, while the other is shaped as a "bridging approach" with tight collaboration between students and tutors. The two educational programmes apply the same national regulating documents in different ways, thus creating different possibilities for students to learn and write as "independent" or "collaborative" students, respectively. The results contribute to a discussion of higher education structure and the role of writing within it.
ISSN:2000-4508
2000-4508
DOI:10.1080/20004508.2017.1383804