Survey Rationale

Ever since I learned of the concept of integrative curriculum, also known as subject integration, in my undergraduate studies, I have always been somewhat fascinated by it. During my studies there, The University of Saskatchewan was very much in favour of this approach and tried to instil its importance in its students at all costs. Likewise, school boards also seemed excited about this initiative and often claimed the need for subject integration as the main reason for getting away from subject specialization.

Upon graduating and entering into the work field, I noticed a large departure and disconnect from those ideals. Teachers often complained about being over tasked and frustrated by having to teach so many subjects instead of being able to focus on one or two. When I presented them with the argument of subject integration in defence of teaching so many different subjects, I quickly came to realize that many, if not most, of my colleagues had never heard of this concept.

In the academic world, support of the effectiveness of integrative curriculum is overwhelming, however; without teachers jumping on board with this initiative, little impact will be made in our students’ classrooms. The aim of this survey was to provide a means of collecting information about teacher views and attitudes towards subject integration and perhaps to gain some insight into the understanding or the lack thereof that teachers may have of this concept. Having information of this nature would provide a good starting point to developing a program aimed at promoting the use of subject integration in the elementary and middle years education.