Mot en ämnesöverskridande helhetssyn - ett digitalt utvecklingsprojekt i finländsk lärarutbildning

The school teaching in Finland is traditionally divided into different subject lessons. Although several curricula for decades have stressed the importance of integrating subjects to each other, the didactical development of subject integrated teaching has been quite week. The authors of this article are all involved in the training of subject teachers for the Swedish schools in Finland. The article stresses the importance of integrating subject content knowledge into value education. With the theoretical discussion as a starting point, the authors describe their subject integrated project for student teachers in history, social science, religion, philosophy and literature. During the working process it was obvious that the student teachers used their own subject content knowledge, but as they worked in mixed subject groups, they also realized how to co-operate and ask questions to persons with other kinds of subject content knowledge and perspectives. It was challenging for the student teachers to combine new subject integrated perspectives with new digital methods, but considering the ambitions of the curricula, these kinds of integrated processes seems to be important in teacher training. KEYWORDS: äMNESINTEGRERAT, äMNESöVERSKRIDANDE, HELHETSSYN, DIGITAL UNDERVISNING, VäRDEGRUND, HISTORIEUNDERVISNING, RELIGIONSUNDERVISNING, SAMHäLLSLäRA, ARABISKA VåREN The school teaching in Finland is traditionally divided into different subject lessons. Although several curricula for decades have stressed the importance of integrating subjects to each other, the didactical development of subject integrated teaching has been quite week. The authors of this article are all involved in the training of subject teachers for the Swedish schools in Finland. The article stresses the importance of integrating subject content knowledge into value education. With the theoretical discussion as a starting point, the authors describe their subject integrated project for student teachers in history, social science, religion, philosophy and literature. During the working process it was obvious that the student teachers used their own subject content knowledge, but as they worked in mixed subject groups, they also realized how to co-operate and ask questions to persons with other kinds of subject content knowledge and perspectives. It was challenging for the student teachers to combine new subject integrated perspectives with new digital methods, but considering the ambitions of the curricula, these kinds of integrated processes seems to be important in teacher training.