Transdisciplinary overlap of integrated teaching supporting the development of science and social science literacy in primary school pupils with regard to selected areas of the competency framework for teacher training graduates

Abstract

The paper analyzes the transdisciplinary overlap and the influence of integrated teaching on increasing the natural science and social science literacy of primary school students with the support of a selected area of the competence framework of a graduate teacher. It focuses on the definition of the types of integration of the curriculum content and the selection of appropriate options for integrated teaching, so that interdisciplinary/transdisciplinary overlap is evident and the first and second areas of the teaching competence framework are supported in particular (in short: effectively convey the selected educational area of the framework program to pupils and set up effective teaching according to their needs, incl. reflection options). At the end of the contribution, there is a recommendation on the possibilities of transdisciplinary overlap of integrated teaching in the planning and implementation of pedagogical and didactic subjects in the preparation of 1st degree teacher students at a university and with implementation in the pedagogical practice of primary schools.