Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

Iida-Maria Peltomaa; Ulla  Hietamäki; Teppo  Toikka; Nina Mård; Johanna M. Tigert; Sari Harmoinen; Arja Kaasinen; Sirpa Kärkkäinen; Mirja Tarnanen; Minna Maunula; Anuleena Kimanen; Tiina Kujala; Ilkka Ratinen; Juulia Lahdenperä

doi:10.1080/00220272.2025.2560844

Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

Iida-Maria Peltomaa
, Ulla Hietamäki
, Teppo Toikka
, Nina Mård
, Johanna M. Tigert
, Sari Harmoinen
, Arja Kaasinen
, Sirpa Kärkkäinen
, Mirja Tarnanen
, Minna Maunula
, Anuleena Kimanen
, Tiina Kujala
, Ilkka Ratinen
, Juulia Lahdenperä

Education

Research output: Contribution to journal › Article › Scientific › peer-review

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Abstract

Background

Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.

Purpose

This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.

Methods

The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis.

Results

Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration.

Conclusions

The findings provide tools for reflection and curriculum development in primary teacher education.

Original language	English
Number of pages	21
Journal	JOURNAL OF CURRICULUM STUDIES
DOIs	https://doi.org/10.1080/00220272.2025.2560844
Publication status	E-pub ahead of print - 22 Sept 2025
Publication type	A1 Journal article-refereed

Keywords

integrative teaching and learning university curricula teacher education pre-service teacher education

Publication forum classification

Publication forum level 3

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10.1080/00220272.2025.2560844Licence: CC BY

Integrative teaching and learning reflections of a complex world in the curricula of primary teacher education programsFinal published version, 2.03 MBLicence: CC BY

https://urn.fi/URN:NBN:fi:tuni-202509239460Licence: CC BY

Cite this

Peltomaa, I.-M., Hietamäki, U., Toikka, T., Mård, N., Tigert, J. M., Harmoinen, S., Kaasinen, A., Kärkkäinen, S., Tarnanen, M., Maunula, M., Kimanen, A., Kujala, T., Ratinen, I., & Lahdenperä, J. (2025). Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs. JOURNAL OF CURRICULUM STUDIES. Advance online publication. https://doi.org/10.1080/00220272.2025.2560844

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title = "Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs",

abstract = "Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning. Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025. Methods The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis. Results Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration. Conclusions The findings provide tools for reflection and curriculum development in primary teacher education.",

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doi = "10.1080/00220272.2025.2560844",

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Peltomaa, I-M, Hietamäki, U, Toikka, T, Mård, N, Tigert, JM, Harmoinen, S, Kaasinen, A, Kärkkäinen, S, Tarnanen, M, Maunula, M, Kimanen, A, Kujala, T, Ratinen, I & Lahdenperä, J 2025, 'Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs', JOURNAL OF CURRICULUM STUDIES. https://doi.org/10.1080/00220272.2025.2560844

TY - JOUR

T1 - Integrative teaching and learning

T2 - reflections of a complex world in the curricula of primary teacher education programs

AU - Peltomaa, Iida-Maria

AU - Hietamäki, Ulla

AU - Toikka, Teppo

AU - Mård, Nina

AU - Tigert, Johanna M.

AU - Harmoinen, Sari

AU - Kaasinen, Arja

AU - Kärkkäinen, Sirpa

AU - Tarnanen, Mirja

AU - Maunula, Minna

AU - Kimanen, Anuleena

AU - Kujala, Tiina

AU - Ratinen, Ilkka

AU - Lahdenperä, Juulia

PY - 2025/9/22

Y1 - 2025/9/22

N2 - Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning. Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025. Methods The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis. Results Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration. Conclusions The findings provide tools for reflection and curriculum development in primary teacher education.

AB - Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning. Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025. Methods The curricula of ten Finnish primary teacher education programs were analyzed using both data-driven and theory-guided content analysis. Results Five categories of courses reflect integrative teaching and learning: explicitly designed courses, subject-specific courses, integrative courses, studies in educational theory, and supervised teaching practice. These revealed four main approaches to integration: general integration, curriculum-driven integration, subject-based integration, and transdisciplinary integration. Conclusions The findings provide tools for reflection and curriculum development in primary teacher education.

KW - integrative teaching and learning university curricula teacher education pre-service teacher education

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DO - 10.1080/00220272.2025.2560844

M3 - Article

SN - 0022-0272

JO - JOURNAL OF CURRICULUM STUDIES

JF - JOURNAL OF CURRICULUM STUDIES

ER -

Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

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