{"doi":"10.5617/adno.11405","title":"Utforsking av lærerutdanneres syn på tverrfaglig undervisning","abstract":"2020 saw the implementation of a revised national curriculum in Norway, called the Knowledge Promotion (LK20). The new curriculum includes three interdisciplinary topics that should be integrated in teaching across subjects: public health and life skills, democracy and citizenship, and sustainable development. Interdisciplinary teaching has the potential to inspire future teachers to take an active role in solving existing and future societal challenges, such as those highlighted in LK20. This study looks at teacher educators’ views on interdisciplinarity and interdisciplinary teaching – particularly in a Sustainability Education (SE) / Education for Sustainable Development (ESD) context. Focus group interviews were conducted with a representative number of teacher edu­cators (3–4) from six subject areas. In the interviews, participants reflected on what interdisciplinarity and interdisciplinary teaching implies, their own competencies and responsibilities in interdisciplinary teaching, and finally factors that strengthen or hinder interdisciplinary collaboration. A theoretical alignment with ESD frameworks that ac­knowledge a central pedagogical role of interdisciplinary learning, were utilised to iden­tify key elements of analysis. The findings of this study suggest that although teacher educators from different subjects had a similar understanding of interdisciplinary edu­cation, there were differing perceptions of the level of responsibility individual subjects hold for integrating interdisciplinary teaching. Most teacher educators see interdisci­plinary teaching as an important skill for future teachers, and an important method of teaching for the purpose of addressing future societal challenges, such as those high­lighted in ESD. They also expressed opinions about the central role of interdisciplinary learning in supporting the achievement of various sustainability competencies. While participants recognise the value of interdisciplinary teaching approaches, they also point to institutional weaknesses as hindrances for such collaboration.","journal":"Acta Didactica Norden","year":2025,"id":544746,"datarank":0.0,"base_score":0.0,"endowment":0.0,"self_citation_contribution":0.0,"citation_network_contribution":0.0,"self_endowment_contribution":0.0,"citer_contribution":0.0,"corpus_percentile":null,"corpus_rank":null,"citation_count":1,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":false,"is_dataset_confidence":0.9535,"is_data_producer":false,"deposit_databanks":null,"is_oa":true,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":"2025-01-01","fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":1435260,"name":"Robert James Didham","orcid":"0000-0003-0201-8362","position":1,"is_corresponding":false},{"id":1435654,"name":"Knut Øystein Høvik","orcid":null,"position":2,"is_corresponding":false},{"id":1435261,"name":"Marianne Martinsen","orcid":"0000-0002-5324-1663","position":3,"is_corresponding":false},{"id":1435262,"name":"Anne Bergliot Øyehaug","orcid":"0000-0002-1334-3761","position":4,"is_corresponding":false},{"id":1435259,"name":"Jill Tove Buseth","orcid":"0000-0002-1192-0078","position":0,"is_corresponding":true}],"reference_count":30,"raw_metadata":null,"created_at":"2026-07-19T02:53:17.418915Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}