A study of a teacher and her role in an interdisciplinary project on heritage
DOI:
https://doi.org/10.17398/2531-0968.09.207Keywords:
project method, interdisciplinary approach, teacher-pupil relation, teacher education, heritageAbstract
This article arises from the research of the doctoral thesis carried out, with the analysis and follow-up during the 2015-2016 academic year (defended in November 2019) to a teacher in a school in Catalonia where she worked from a Interdisciplinary project carried out with the sixth grade students whose main element was a Benedictine monastery near the town. In this article we observe two objectives analyzed in the research. On the one hand, a double objective of how a teacher with a long academic career motivated her students to work on an interdisciplinary project and what influences she had in her initial training to arrive at this work methodology. The other element is how this interdisciplinary project related to a heritage element was and that includes all curricular areas.
The article situates the theoretical framework of how a teacher can become a reflective professional and a transforming intellectual, in addition to the importance of work based on interdisciplinary projects as a central element such as heritage. Once the context of the school and heritage element is located, the methodology used in the investigation is exposed from the instruments used, detailing the data that could be obtained from these instruments and the triangulation carried out. Finally, the conclusions show the results obtained from the two objectives that this article develops, the one related to the teacher and the interdisciplinary project.
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