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Case study of trainee teachers' responses to the impact on engagement and motivation in learning through a model of cross‐curricular context‐based learning: ‘keeping fit and healthy'
Author(s) -
Birchinall Liz
Publication year - 2013
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2012.731014
Subject(s) - context (archaeology) , psychology , mathematics education , situated , pedagogy , situated learning , variety (cybernetics) , context effect , subject (documents) , constructivist teaching methods , teaching method , computer science , mathematics , library science , geometry , paleontology , artificial intelligence , word (group theory) , biology
This article examines whether models of cross‐curricular, context‐based learning are more effective in engaging learners through generating conditions which interest, motivate, engage and inspire pupils through a variety of effective pedagogies. This article reports on a case study of two cohorts of primary PGCE trainee teachers (292) over two years who participated in a model of context‐based learning. Trainee teachers commented on the models with regard to their impact on engagement and motivation. Analyses of their responses were made during the period of the course. Experiences of trainees thus far had been predominantly a discrete subject model of teacher training, developing subject and pedagogical skills and knowledge within the core subjects, closely aligned to the focus on the core subjects in English state primary schools. In contrast, the holistic approach to the context‐based learning model predominantly encompassed constructivist and enquiry‐based pedagogies with learning placed within a context, also known as situated learning.