Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education

  1. Lookup NU author(s)
  2. Dr Rachel Lofthouse
  3. Ulrike Thomas
Author(s)Lofthouse R, Thomas U, Cole S
Publication type Article
JournalTeacher Education Advancement Network Journal
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
The current Key Stage 3 National Curriculum for England orders that our education foster determination, adaptability, confidence, risk-taking, enterprise, creativity and enjoyment in a cross-curricular context in pupils. To appreciate these dimensions student teachers need to have multiple opportunities to experience such a curriculum for themselves. However, initial teacher education is an intense and demanding experience; student teachers veer between phases of basic survival and personal innovation as they develop their individual pedagogy and personal philosophy. For new secondary teachers their own subject specialism forms a core feature of their emerging professional identity and can act as a barrier to collaborative practice beyond that specialism. This paper discusses one example of a cross-curricular approach in which Art and Geography PGCE students reflect on their experiences of a collaborative event designed to break down subject barriers while exploiting the potential of subject specialism. Data collected from semi-structured interviews conducted with a sample of students during the two-day event is discussed. Data revealed that critical outcomes of the event included the practice and development of genuine collaboration, negotiation, teamwork, and leadership.