Cross-curricular integration means connecting different contents and goals of individual courses with each other. The discussion of the selected topics should be as comprehensive as possible and presented from several different aspects, so that everyone can understand it. This is certainly not easy, so teachers must be properly skilled and, above all, prepared for this kind of teaching approach. It can be carried out in several ways, and it is important that theory and practice intertwine. Cross-curricular integration is present throughout the entire period of schooling and is implemented in all subjects. In the theoretical part, different definitions of cross-curricular integration and different models and levels of this type of integration are presented. In this master’s thesis, it is emphasized what teachers should pay attention to, when planning and implementing activities and achieving goals should take place, as well as when organizing and evaluating cross-curricular integration of Slovenian with other subjects. The thesis focuses on the cross-curricular integration of Slovenian at the classroom level. The results of the research that was conducted at selected primary schools in Slovenia are presented. 100 classroom teachers in the age group of 25 to 55, with different years of working experience, were included in the research. In the empirical part, the research is focused on finding out the frequency of planned cross-curricular connections and the question whether the frequency of planning depends on the number of years working as a teacher and the grades they teach in. The findings of the research show that teachers often conduct cross-curricular connections and that they want to carry them out even more frequently. The frequency of use of cross curricular integration increases over the years of working, but the frequency of use decreases with higher class levels. The attention is also paid to possible problems that teachers encounter, when planning cross-curricular links between Slovenian and other subjects. Most often, they have problems with finding connections between the objectives of the subjects and the lack of colleagues that are prepared to work in a team. The teachers were also asked about the subjects that are most frequently planned and implemented with cross-curricular connections, and they were asked about the advantages and disadvantages of planning and implementing cross curricular connections into their lessons. With the help of a questionnaire, we tried to prove that the competence of teachers for cross-curricular connections changes over their working years, which we also proved, since the teachers do not feel equally competent to carry out cross-curricular connections after many years of teaching. The results show that the frequency of using cross-curricular integration and the class in which they teach, changes over the years of teaching. The results can have a motivational effect on teachers, because based on the results, some of them want to improve and devote more time to planning and implementing cross-curricular integration. The purpose of the results lies in drawing teachers' attention to the positive impact of cross-curricular integration and encouraging them to use it as often as possible.
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