Page 465 - Vseživljenjsko učenje kot temelj trajnostne družbe

Stališča vzgojiteljev in učiteljev do vključevanja medpredmetnih pristopov

obstacle, while preschool teachers have more flexibility in integrating content
from different areas. The aim of this study was to investigate the differences in
the attitudes of primary school teachers and preschool teachers towards plan-
ning and implementing interdisciplinary lessons. Understanding these differ-
ences is important in order to recognise the specific challenges and opportu-
nities in each educational context and to develop tailored support strategies
to improve interdisciplinary teaching practise. The results of the questionnaire
show that preschool teachers are more likely to incorporate interdisciplinary
approaches into their pedagogical practise and also feel more competent in
implementing them than primary school teachers. Differences in attitudes to-
wards planning and implementation were also found, which are not due to
differences in quality, but rather to structural and pedagogical characteristics
of the individual educational levels. The results underline the need for context-
sensitive approaches to interdisciplinary planning that are tailored to the ob-
jectives and organisational framework of the respective educational institu-
tions.
Keywords: cross-curricular integration, views, preschool teachers, teachers

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