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Guidance about ITE integrated curriculum approaches is harder to find, creating a significant gap amid increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review examines how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-47-issue-3-article-3-integrated-curriculum-approaches-to-teaching-in-initial-teacher-education-for-secondary-schooling-a-systematic-review/594059/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-47-issue-3-article-3-integrated-curriculum-approaches-to-teaching-in-initial-teacher-education-for-secondary-schooling-a-systematic-review/594059.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the systematic review address in initial teacher education?","Question",{"text":112,"@type":113},"It addresses the limited guidance on integrated curriculum approaches in ITE, despite growing time and policy pressures on ITE educators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which three conceptions of integrated curriculum are highlighted?",{"text":117,"@type":113},"The review highlights interdisciplinary, disciplinary literacy, and transdisciplinary approaches for ITE.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of the review in terms of educational context?",{"text":121,"@type":113},"It investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses in an Australian context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594059,1792162010,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 3 | Article 3 |\n| --- | --- |\n| 2022\u003Cbr>Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review\u003Cbr>Terri Bourke\u003Cbr>Queensland University of Technology, Brisbane\u003Cbr>Lyra L’Estrange\u003Cbr>Queensland University of Technology, Brisbane\u003Cbr>Jill Willis\u003Cbr>Queensland University of Technology, Brisbane\u003Cbr>Jennifer Alford\u003Cbr>Queensland University of Technology, Brisbane\u003Cbr>James Davis\u003Cbr>Queensland University of Technology, Brisbane\u003Cbr>Deborah Henderson\u003Cbr>Queensland University of Technology, Brisbane See next page for additional authors\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nBourke, T., L’Estrange, L., Willis, J., Alford, J., Davis, J., Henderson, D., Tambyah, M., Henderson, S., & ClarkFookes, T. (2022) . Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review. Australian Journal of Teacher Education, 47(3) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n3.3](http://dx.doi.org/10.14221/ajte.2022v47n3.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss3/3](https://ro.ecu.edu.au/ajte/vol47/iss3/3)  \nIntegrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review  \nAuthors  \nTerri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, and Tricia Clark-Fookes  \nThis journal article is available in Australian Journal of Teacher Education: [https://ro.ecu.edu.au/ajte/vol47/iss3/3](https://ro.ecu.edu.au/ajte/vol47/iss3/3)  \nIntegrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review  \nTerri Bourke  \nLyra L’Estrange  \nJill Willis  \nJennifer Alford  \nJames Davis  \nDeborah Henderson  \nMallihai Tambyah  \nSenka Henderson  \nTricia Clark-Fookes  \nQueensland University of Technology  \nAbstract: Demands that Initial Teacher Education (ITE) prepare  \nteachers who can equip students to be agile real-world problem  \nsolvers are frequent. Guidance about ITE integrated curriculum  \napproaches to achieve this aim is harder to find, a significant gap  \ngiven increasing time and policy pressures for ITE educators.  \nDrawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions ofintegrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for  \nfurther research and practice around integrated curriculum are  \nproposed.  \nKeywords: integrated, interdisciplinary, ITE, school, teaching, transdisciplinary  \nIntroduction  \nVisions for students to be agile problem solvers as evident in the OECD’s 2030 learning futures agenda (OECD, 2018) highlight the importance of curriculum that focuses on interdisciplinary capabilities and problem solving. Concomitantly, schools and Initial Teacher Education (ITE) programs are experiencing a narrowing of curriculum driven through standardisation processes as part of accountability regimes. Highly prescribed disciplinespecific curricula are a result of what Pasi Sahlberg called the Global Education Reform Movement (GERM) . GERM has manifested in five globally observable trends in the name of improving quality in education: standardisation; an increased focus on core subjects; prescribed curriculum","cbCais7CYo2ml6Ca","https://ap.wps.com/l/cbCais7CYo2ml6Ca","pdf",307069,23,"English","# Introduction\n# Integrated Curriculum Approaches (Conceptualisations)\n## Interdisciplinary approaches\n## Disciplinary Literacy approaches\n## Transdisciplinary approaches\n# Benefits and Barriers\n# Recommendations for Further Research and Practice","[{\"question\":\"What gap does the systematic review address in initial teacher education?\",\"answer\":\"It addresses the limited guidance on integrated curriculum approaches in ITE, despite growing time and policy pressures on ITE educators.\"},{\"question\":\"Which three conceptions of integrated curriculum are highlighted?\",\"answer\":\"The review highlights interdisciplinary, disciplinary literacy, and transdisciplinary approaches for ITE.\"},{\"question\":\"What is the focus of the review in terms of educational context?\",\"answer\":\"It investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses in an Australian context.\"}]","Australian Journal of Teacher Education - Volume 47 - Issue 3 - Article 3 - Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review | PDF",1792078454,58]