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

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.