Conceptual Framework to Articulate Teachers’ Knowledge in an Interdisciplinary, Skills-Centered, Ever-Evolving School

1
Vered Resnick
Vered Resnick
2
Yifat Ben David Kolikant
Yifat Ben David Kolikant
1 The Hebrew University of Jerusalem

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Conceptual Framework to Articulate Teachers’ Knowledge in an Interdisciplinary, Skills-Centered, Ever-Evolving School Banner
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We examined the growth of teachers’ knowledge in the context of interdisciplinary teaching, which has been adopted by many educational settings in the last decade. Following teams of interdisciplinary teachers in design sessions for two school years, we sought to reveal what knowledge emerges and how it expands under these conditions. Our findings point to the need for a new framework to discuss knowledge growth outside of one’ discipline. We articulate the different knowledge components that emerged and offer a framework to capture teachers’ knowledge in interdisciplinary teaching model (KIT). This framework is sensitive to the context in which teachers work and can be useful to articulate teachers’ knowledge in other dynamic teaching and learning contexts.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

Vered Resnick. 2026. \u201cConceptual Framework to Articulate Teachers’ Knowledge in an Interdisciplinary, Skills-Centered, Ever-Evolving School\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G7): .

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Educational research journal on interdisciplinary, skills-centered, evidence-based teaching.
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GJHSS Volume 22 Issue G7
Pg. 33- 45
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 930299
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v1.2

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June 27, 2022

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English

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We examined the growth of teachers’ knowledge in the context of interdisciplinary teaching, which has been adopted by many educational settings in the last decade. Following teams of interdisciplinary teachers in design sessions for two school years, we sought to reveal what knowledge emerges and how it expands under these conditions. Our findings point to the need for a new framework to discuss knowledge growth outside of one’ discipline. We articulate the different knowledge components that emerged and offer a framework to capture teachers’ knowledge in interdisciplinary teaching model (KIT). This framework is sensitive to the context in which teachers work and can be useful to articulate teachers’ knowledge in other dynamic teaching and learning contexts.

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Conceptual Framework to Articulate Teachers’ Knowledge in an Interdisciplinary, Skills-Centered, Ever-Evolving School

Vered Resnick
Vered Resnick The Hebrew University of Jerusalem
Yifat Ben David Kolikant
Yifat Ben David Kolikant

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