VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

I’ve been teaching the Integration of Knowledge course at master’s level since 2010. Course participants are often teachers who already teach in primary and secondary schools and who are preparing a master’s degree in teaching or school administration. The course’s pedagogical formulas consist of lectures, reading discussions, case studies, interdisciplinary activity planning exercises, field trips, guest speakers, etc. Students are always invited to interact and collaborate with each other in order to realize the importance of collective intelligence (Taddei, 2018) in interdisciplinarity, but also to appreciate the complexity involved in planning interdisciplinary projects (Drake, Reid & Kolohon, 2013). I also carry out interdisciplinary research projects with the aim of obtaining convincing results that I can integrate into the course to demonstrate to my students that it is possible to do interdisciplinarity at school. The first project completed involves the creation of narrative maps on Google Maps by 9th students. The second project involves the creation of a map of the school district by 5th grade pupils. These projects enabled me to develop experiential knowledge thanks to a methodology based on action research and involving school actors. These research projects allowed me to assess the benefits and challenges of interdisciplinarity in the field, and to publish refereed articles. Although I am integrating several technological tools, there is still a lot to learn with the rapid arrival of artificial intelligence. The research method adopted is qualitative and based on an autopraxeographic analysis of my own experience as a teacher-researcher.