Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

Iida-Maria Peltomaa; Ulla Hietamäki; Teppo Toikka; Nina Mård; Johanna M. Tigert; Sari Harmoinen; Arja Kaasinen; Sirpa Kärkkäinen; Mirja Tarnanen; Minna Maunula; Anuleena Kimanen; Tiina Kujala; Ilkka Ratinen; Juulia  Lahdenperä

doi:10.1080/00220272.2025.2560844

Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

Iida-Maria Peltomaa, Ulla Hietamäki, Teppo Toikka, Nina Mård, Johanna M. Tigert, Sari Harmoinen, Arja Kaasinen, Sirpa Kärkkäinen, Mirja Tarnanen, Minna Maunula, Anuleena Kimanen, Tiina Kujala, Ilkka Ratinen, Juulia Lahdenperä

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3 Lataukset (Pure)

Abstrakti

Background
Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.

Purpose
This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.

Methods
The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.

Results
Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.

Conclusions
The findings provide tools for reflection and curriculum development in primary teacher education.

Alkuperäiskieli	englanti
Sivumäärä	21
Julkaisu	Journal of curriculum studies
DOI - pysyväislinkit	https://doi.org/10.1080/00220272.2025.2560844
Tila	Julkaistu - 22 syysk. 2025
OKM-julkaisutyyppi	A1 Vertaisarvioitu alkuperäisartikkeli

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10.1080/00220272.2025.2560844Lisenssi: CC BY

Integrative teaching and learning reflections of a complex world
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Lopullinen julkaistu versio, 2,26 MBLisenssi: CC BY

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Peltomaa, I.-M., Hietamäki, U., Toikka, T., Mård, N., Tigert, J. M., Harmoinen, S., Kaasinen, A., Kärkkäinen, S., Tarnanen, M., Maunula, M., Kimanen, A., Kujala, T., Ratinen, I., & Lahdenperä, J. (2025). Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs. Journal of curriculum studies. https://doi.org/10.1080/00220272.2025.2560844

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abstract = "BackgroundActing in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.PurposeThis study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.MethodsThe curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.ResultsFive categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.ConclusionsThe findings provide tools for reflection and curriculum development in primary teacher education.",

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Peltomaa, I-M, Hietamäki, U, Toikka, T, Mård, N, Tigert, JM, Harmoinen, S, Kaasinen, A, Kärkkäinen, S, Tarnanen, M, Maunula, M, Kimanen, A, Kujala, T, Ratinen, I & Lahdenperä, J 2025, 'Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs', Journal of curriculum studies. https://doi.org/10.1080/00220272.2025.2560844

TY - JOUR

T1 - Integrative teaching and learning

T2 - reflections of a complex world in the curricula of primary teacher education programs

AU - Peltomaa, Iida-Maria

AU - Hietamäki, Ulla

AU - Toikka, Teppo

AU - Mård, Nina

AU - Tigert, Johanna M.

AU - Harmoinen, Sari

AU - Kaasinen, Arja

AU - Kärkkäinen, Sirpa

AU - Tarnanen, Mirja

AU - Maunula, Minna

AU - Kimanen, Anuleena

AU - Kujala, Tiina

AU - Ratinen, Ilkka

AU - Lahdenperä, Juulia

PY - 2025/9/22

Y1 - 2025/9/22

N2 - BackgroundActing in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.PurposeThis study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.MethodsThe curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.ResultsFive categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.ConclusionsThe findings provide tools for reflection and curriculum development in primary teacher education.

AB - BackgroundActing in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.PurposeThis study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.MethodsThe curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.ResultsFive categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.ConclusionsThe findings provide tools for reflection and curriculum development in primary teacher education.

KW - integrated teaching

KW - learning

KW - teacher training

KW - universities

KW - curricula

KW - educational methods

KW - teachings skills

U2 - 10.1080/00220272.2025.2560844

DO - 10.1080/00220272.2025.2560844

M3 - Article

JO - Journal of curriculum studies

JF - Journal of curriculum studies

ER -

Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

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