Book Review The title of the book "Developing a Didactic Framework Across and Beyond School Subjects (Cross- and Transcurricular Teaching)" | ||||
| مجلة البحوث التطبيقية فى الطفولة المبكرة | ||||
| Article 6, Volume 2, Issue 1, January 2025, Page 99-114 PDF (1.99 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ecaj.2024.392025 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Mohamed Metwally Qandil | ||||
| Faculty Member in the Department Childhood, Faculty of Education, Tanta University, Egypt. Early Childhood Curriculum Specialist | ||||
| Abstract | ||||
| Centered around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in schools that can be applied internationally. Chapters present a nuanced and unifed approach to fusing theory and practice by ofering accounts of some of the most promising teaching methods from leading scholars in the feld of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such as sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the feld of crosscurricular didactics, and will be of interest to researchers, scholars, and academics in the felds of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also fnd the volume of use | ||||
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