Oppiainerajoja rikkomassa: opiskelijoiden kokemuksia oppiainerajat ylittävästä yhteistyöstä aineenopettajakoulutuksessa

Abstract

In this article, we describe a design-based study carried out in subject teacher education at the Faculty of Education and Culture in Tampere University. The research is based on an interdisciplinary project implemented on the principles of cooperative learning. The data for this study consist of 32 teacher students’ responses to a questionnaire that were collected after conducting the project in 2018. The data were analyzed by means of qualitative content analysis, focusing on the principles of boundary practices in cooperative learning. The four themes emerging from the analysis suggest that providing opportunities for interdisciplinary projects during subject teacher education is beneficial for developing skills in collegial collaboration