Læreres udfordringer ved ny fællesfaglighed i naturfagene i Danmark

In Denmark, a new interdisciplinary agenda has been invented across the science subjects in lower
secondary school. Interdisciplinary integration around six major problem-based teaching sequences
in grades 7-9 has been made mandatory, and a new interdisciplinary oral end examination has been
devised. The new examination format was piloted with volunteering teachers/classes during spring
2016 end examination. The present study captures teacher challenges facing and implementing
the new interdisciplinary agenda in its pilot-year, including the end examination. Empirically, we
have surveyed interdisciplinary beliefs, attitudes, and related practices amongst a diverse sample of
teachers across the sciences (N=94). Further, we have made observations and teacher interviews with
nine teachers participating in the 2016-piloting. Against a generally positive background, we have
identified substantial challenges related to teacher beliefs, subject matter knowledge and interdisciplinary self-efficacy, traditional teaching practices, as well as a range of organizational barriers to the implementation of reform intentions.