Teachers and the Integrated Curriculum: An Intergenerational View

Abstract

This report documents a conversation among teachers regarding the conceptualization and application of curriculum integration. Drawing on recent research about the emergence of curriculum integration as a positive force in basic education, the article establishes some of the perceived obstacles to and benefits of such integration. Specifically, it relates the observations of five teachers, at various stages of professional growth, on their ability to accomplish the task of curriculum integration. The teachers also provide their opinions about novice teachers' ability to achieve such goals. Implications for curriculum integration and teacher education are described.