Teachers Attitudes about Integrated Approach in Teaching
Teachers Attitudes about Integrated Approach in Teaching

Summary/Abstract: This paper deals with an integrated approach in the modern education system. First, we examine the theoretical starting points and the conceptual definition of integrative teaching. Through the results of theoretical and empirical research, we have looked into the advantages and pedagogical implications of the application of integrative teaching. The aim of the study was to investigate if and how primary teachers perceive the possibilities and outcomes of using integrated approach in class teaching. The sample of N=159 primary teachers was surveyed with the use of a questionnaire. The results show that primary teachers have positive attitudes about the effects of using an integrated approach in regard to the quality of teaching and learning outcomes. The participants who work 13 and more years, feel more confident about the concept of an integrated approach comparing to those who work less than 13 years. However, we have not found a statistically significant difference in individual items in regard to the degree of education and years of work experience. The findings suggest that more attention should be given to the initial teacher preparation programs and that teacher educators should find ways to incorporate integrated activities in both theoretical courses and practice

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