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A Review of Interdisciplinary Teaching Research for Primary
and Secondary School Teachers
Shasha Deng1,a,*
1University of Leeds, Woodhouse Lane Leeds West Yorkshire, LS2 9JT, United Kingdom
a. 95686248@qq.com
*corresponding author
Abstract: This paper reviews the current situation of interdisciplinary teaching for primary
and secondary school teachers, as well as the cultivation and enhancement pathways of
teachers' interdisciplinary literacy and abilities, presenting a focused view of interdisciplinary
teaching research. The review finds that existing literature covers a wide range of topics but
lacks depth; it mostly consists of speculative discussions or personal reflections, with a
scarcity of empirical research. While attention has been given to how pre-service teacher
education can enhance teachers' interdisciplinary teaching literacy, there is a neglect of issues
regarding the enhancement of interdisciplinary teaching literacy for in-service teachers.
Future research in this field should focus on in-depth exploration of "small issues" and
prioritize empirical research, emphasizing how to help in-service teachers enhance their
interdisciplinary teaching literacy.
Keywords: Interdisciplinary Teaching, Interdisciplinary Literacy, Primary and Secondary
School
1. Introduction
Based on the requirement proposed in the 2022 edition of the compulsory education curriculum
standards that "each subject should devote no less than 10% of class hours to interdisciplinary
thematic learning," as well as the recommendation within the interdisciplinary learning task group
that teaching should aim to solve real problems by comprehensively applying knowledge and methods
from multiple disciplines, cultivating students' comprehensive practical abilities and innovative
thinking skills, the current status and development of interdisciplinary abilities for primary and
secondary school teachers have attracted significant attention from the academic community.
However, these studies are almost exclusively based on individual cases or experiential reflections,
with analyses of teachers' interdisciplinary literacy and abilities appearing sporadically within various
cases and speculations. This paper aims to explain the real situations and personal challenges of
interdisciplinary teaching for primary and secondary school teachers, summarize the widely discussed
pathways for cultivating teachers' interdisciplinary teaching literacy and abilities in the academic
community, present readers with a clear and focused picture of interdisciplinary teaching research for
primary and secondary school teachers, and attempt to identify research gaps and explore new,
worthwhile topics for further investigation.
Proceedings of the 5th International Conference on Education Innovation and Philosophical Inquiries
DOI: 10.54254/2753-7048/54/20241605
© 2024 The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0
(https://creativecommons.org/licenses/by/4.0/).
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2. Interdisciplinary Literacy and Competence of Primary and Secondary School Teachers
The enactment of the new curriculum standards underscores the importance of interdisciplinary
teaching, which also emphasizes cultivating learners' creative abilities to solve practical problems
comprehensively and aims to develop students' core competencies through interdisciplinary
integration. Based on this new educational model, academia believes that only by enhancing teachers'
interdisciplinary teaching capabilities and cultivating their interdisciplinary literacy can we better
guide students to develop core competencies through interdisciplinary learning, thereby promoting
the effective implementation of interdisciplinary teaching. Therefore, what constitutes the
interdisciplinary literacy of primary and secondary school teachers? What skills or competencies
related to interdisciplinary teaching do teachers need to master or enhance? These topics have
attracted the attention of some scholars. According to Li Yan, the interdisciplinary teaching abilities
of primary and secondary school teachers are mainly reflected in five aspects: the ability to integrate
knowledge, problem-solving ability, learning guidance ability, organizational design ability, and
evaluation and improvement ability [1]. Hu Qingfang has compiled an interesting "CROSS capability
structure chart for interdisciplinary skills," which specifically includes comprehending ability,
relating ability, open designing ability, supervising ability, and self-revising ability [2]. Huang
Chunyuan, synthesizing previous scholars' views, defines teachers' interdisciplinary literacy as the
ability and quality to integrate various disciplinary knowledge in teaching practice, carry out
interdisciplinary teaching activities, which includes interdisciplinary teaching affect, interdisciplinary
knowledge reserves, interdisciplinary theory and thinking, interdisciplinary teaching curriculum and
project design ability, interdisciplinary teaching practical ability, and interdisciplinary teaching
evaluation and reflection ability [3].
With the advent of the knowledge economy and information age, nurturing interdisciplinary talents
with innovative spirits and comprehensive practical abilities holds significant importance for China's
innovation-driven development strategy. Additionally, the reform of the basic education curriculum
regarding the fundamental task of fostering virtue through education also necessitates the support of
interdisciplinary teaching. Teachers, as the leaders and participants in the entire teaching practice,
whether they possess the relevant literacy and capabilities, are crucial for the developmental and
stability of this new teaching paradigm entering primary and secondary classrooms.
3. The Current Situation and Challenges of Interdisciplinary Teaching among Primary and
Secondary School Teachers
Given that interdisciplinary teaching in China's primary and secondary schools is still at an early stage,
it inevitably faces a variety of difficulties and challenges. As important participants and leaders in the
practice of interdisciplinary teaching, what is the current state of teachers' interdisciplinary literacy
and capabilities? Do they possess the necessary skills to ensure the smooth implementation of
interdisciplinary teaching in primary and secondary schools? What specific challenges and
difficulties do they face in teaching? Current research provides multiple levels and perspectives on
these topics.
3.1. Analysis from the Perspective of Educational Conditions and Methods
Some scholars argue that the current state of interdisciplinary teaching among primary and secondary
school teachers in China is hindered by an inexperienced teaching staff. A single-disciplinary
approach dominates China's teacher education system. As a result, primary and secondary teachers
who graduate from this system often hold a deep-rooted belief in a single-disciplinary approach rather
than in interdisciplinary teaching. Consequently, this situation has limited the formation of
interdisciplinary learning concepts and the improvement of interdisciplinary teaching capabilities
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among teacher trainees. This historical inertia of professional education philosophy also restricts the
formation of interdisciplinary learning concepts and the improvement of interdisciplinary teaching
capabilities among teacher trainees [4]. Additionally, the administrative departments of primary and
secondary schools provide little to no targeted pre-employment or pre-service training in
interdisciplinary teaching for teachers. As a result, the teaching staff does not adequately meet the
requirements for effectively implementing interdisciplinary teaching in these schools.
Another aspect is the slow transformation of teaching methods and biases in teaching content.
Compared to countries like Finland and Germany, where interdisciplinary teaching is more developed,
interdisciplinary learning in China has not yet moved beyond disciplinary boundaries. The clear
division between subjects is evident, and interdisciplinary teaching has not become a standalone
course. Influenced by traditional teaching methods, teachers may misconstrue interdisciplinary
teaching as merely memorizing interdisciplinary knowledge, leading to misunderstandings in its
implementation [4]. Hu Qingfang summarizes the misunderstandings teachers have about
interdisciplinary teaching as "thematic platter," "lost objective," "superficial learning," and "fictitious
performance." [2]
Furthermore, the lack of interdisciplinary learning resources and an evaluation system for
interdisciplinary teaching also hinder the implementation of interdisciplinary theme teaching by
primary and secondary school teachers [1].
3.2. Analysis from the Teachers' Personal Perspective
Compared to analyses of external factors, most studies focus on the in-service teachers themselves,
discussing and analyzing various issues related to implementing interdisciplinary teaching from their
perspective. However, most of these studies are based primarily on the authors' own experiences and
are either summary-type or interpretative-type research. While there are many such studies, the
quality needs improvement.
3.3. Reflection-based Studies
Through a review of recent relevant research, Wu Honglin et al. summarized the main practical
challenges faced by teachers in implementing interdisciplinary teaching as follows: weak willingness
for interdisciplinary learning, narrow subject perspectives, and difficulty in controlling subject
boundaries [5]. Jiang Libing et al. proposed similar views, suggesting that the current state of
interdisciplinary teaching among teachers is due to inadequate understanding of interdisciplinary
teaching, including its essence, content, and value. Furthermore, under the influence of traditional
teaching models, teachers tend to possess knowledge and thinking limited to their own professional
fields, lacking understanding of knowledge, thinking, and methods from other disciplines [6]. Xie
Yuting et al. argued that the dilemma faced by teachers in implementing interdisciplinary teaching in
primary and secondary schools is a cognitive one [7]. Prolonged disciplinary teaching and excessive
focus on subject-oriented knowledge have solidified teachers' teaching thinking. Zheng Guocai also
believes that the long-standing subject-centric approach has led school teachers to become
accustomed to completing teaching tasks independently, resulting in a very weak sense of
collaboration among teachers from different subjects [8]. It is worth noting that these viewpoints are
all based on scholars' personal experiences and interpretations of policies and previous viewpoints,
thus requiring actual data to support them.
3.4. Empirical Studies through Surveys
In order to further explore the interdisciplinary literacy and abilities of primary and secondary school
teachers in China, some scholars have conducted surveys and analyses of teachers' attitudes,
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interdisciplinary literacy, and actual levels using different evaluation models. The results indicate that
the overall level of interdisciplinary literacy among primary and secondary school teachers in China
is average, with high teaching enthusiasm and positive attitudes. However, their knowledge level in
interdisciplinary teaching is low, and their interdisciplinary teaching abilities are still insufficient. On
the other hand, there are differences in interdisciplinary teaching competence among teachers of
different genders, teaching ages, educational backgrounds, and professional titles. It is worth noting
that although these survey results share many similarities, there are also differences in viewpoints.
For example, Zhu Dequan et al. found significant differences in interdisciplinary teaching literacy
among teachers at different educational stages, with primary school teachers significantly higher than
secondary school teachers, while Liang Shutong et al. believed that there were no significant
differences among teachers at different educational stages [9, 10].
Although most scholars have conducted research through questionnaire surveys, there are
differences in evaluation models and tool selection. For example, Zhu Dequan et al. utilized a
relatively new evaluation model with weighted coefficients formed by Delphi method and analytic
hierarchy process (after two rounds of expert screening and refinement) to survey primary and
secondary school teachers, while Liang Shutong et al. chose a relatively simple self-designed
questionnaire [9, 10]. However, in terms of the presented evaluation system, the former is more
specific and comprehensive (e.g., subdividing teaching content into "humanities," "social sciences,"
and "natural sciences"), while the latter does not reflect this. With the increasing focus on
interdisciplinary teaching topics from the perspective of teacher literacy and abilities, some scholars
have conducted surveys of primary and secondary school teachers of specific subjects (Chinese) and
made new discoveries. Cui Yabei et al. believed that primary and secondary school teachers face a
dilemma of mismatch between the knowledge they should have and the knowledge they actually
possess in interdisciplinary teaching [11]. For example, regarding the lack of knowledge reserves
among Chinese teachers, the authors ranked primary school Chinese teachers based on "closely
related subjects to Chinese" and "subjects other than Chinese" and found that the former were ranked
in the top 5 subjects from high to low comprehensive scores as morality and law > history >
mathematics > geography > English, indicating the close relationship between morality and law and
Chinese. However, the latter were ranked as morality and law > English > mathematics > history >
geography, physical education and health, arts, and labor [11]. This shows that history is the subject
most closely related to Chinese apart from morality and law, but in reality, Chinese teachers do not
possess good knowledge of history. Although these empirical studies differ in model construction or
tool usage, the data they provide is of significant importance for further research on related topics.
While empirical studies based on actual evidence have been relatively scarce in related literature,
some scholars have made progress and breakthroughs in research methods. Ye Zhiqiang et al. focused
their research on the current status of interdisciplinary teaching among in-service primary school
teachers based on subjects [12]. They conducted empirical investigations into issues such as
interdisciplinary beliefs, implementation processes, and outcomes of interdisciplinary teaching
among primary school teachers, and analyzed the reasons behind these issues. In this study, scholars
no longer confined themselves to evaluation models but used a mixed research method to delve deeper
into relevant issues. For example, the study first established a questionnaire based on four dimensions:
interdisciplinary teaching beliefs, interdisciplinary teaching implementation, interdisciplinary
teaching outcomes, and the reasons behind the problems. Through data processing and analysis, the
results showed that current primary school teachers in China generally recognize the value of
interdisciplinary teaching in terms of beliefs but lack sufficient understanding of the content of
interdisciplinary teaching. In the process of teaching implementation, they generally find
interdisciplinary teaching challenging and often adopt superficial methods. In terms of outcomes, the
evaluation of interdisciplinary teaching is insufficient and fails to meet the expectations for its
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effectiveness. Subsequently, through interviews with open-ended questions, the researchers identified
the reasons behind these current situations and challenges, namely, the constraints of traditional
disciplinary teaching concepts, weak reserves of interdisciplinary knowledge, and insufficient
conditions for interdisciplinary teaching.
4. Cultivation Path and Improvement Suggestions for Interdisciplinary Literacy and
Abilities of Primary and Secondary School Teachers
Although most scholars, when discussing the current status and challenges of interdisciplinary
teaching, also address solutions and improvement strategies related to the focus at the end of their
papers, the discussion of these strategies and measures is not sufficiently thorough and specific.
Almost all authors provide suggestions for improving the interdisciplinary literacy and abilities of
future teachers from their subjective perspectives. Looking at existing literature, the most discussed
group is the university teacher candidates, who are the main source of primary and secondary school
teachers in China.
4.1. Research Based on University Teacher Candidates' Perspectives
It is generally recognized in academia that to respond to the comprehensive reform of basic education
curriculum, reforms must begin with the goals of teacher training. With interdisciplinary teaching
becoming increasingly important in primary and secondary education, it is suggested that teachers
must enhance their interdisciplinary literacy to engage in related teaching practices. Therefore, most
scholars focus on teacher training institutions in cultivating future education workers, believing that
only by fostering comprehensive talents with interdisciplinary thinking and innovation capabilities
can the needs of interdisciplinary teaching in primary and secondary schools be met. Scholars propose
the following suggestions on how to cultivate interdisciplinary teaching literacy among teacher
candidates and improve the interdisciplinary teaching abilities of primary and secondary school
teachers:
Firstly, emphasize the update of interdisciplinary teaching concepts and enhance teacher
candidates' sense of identity. For example, development centers can strengthen teacher training,
establish communication platforms, support teacher-led curriculum reforms, and encourage students
to cultivate an independent learning mindset by engaging in extensive reading, thereby enhancing
teacher candidates' endorsement of interdisciplinary teaching concepts [3]. Ma Qianhong et al. also
suggest that teacher candidates can develop an interdisciplinary knowledge structure through
independent reading of books or curriculum standards from other disciplines [13]. Secondly, optimize
talent training programs and build related curriculum systems in teacher training institutions. The
concept and goal requirements of interdisciplinary training should be integrated into the objectives of
talent training programs. Interdisciplinary course modules should be added to the curriculum,
including interdisciplinary general courses, interdisciplinary education courses, and interdisciplinary
practice courses. This not only helps teacher candidates build a horizontal interdisciplinary
knowledge network but also enhances their interdisciplinary teaching abilities vertically [3, 12].
Thirdly, reform teaching methods and enrich teaching models. Zhang Ge and Li Yan suggest
incorporating phenomenon-based teaching models and the "same lesson, different construction"
model into teaching to improve teacher candidates' teaching implementation and reflection abilities
[1, 14]. Fourthly, establish interdisciplinary learning communities in schools to enhance
communication and exchange among teacher candidates. Diverse interdisciplinary exchange and
sharing activities such as seminars, lectures, group presentations, on-site observations, thematic
discussions, and expert evaluations can help draw new teaching thoughts and logics. Fifthly, provide
more practical opportunities for teacher candidates to enhance their teaching design abilities through
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observation, internships, discussions, and analysis of excellent interdisciplinary teaching classroom
designs and cases. Finally, scholars also suggest that teacher training institutions should regularly
evaluate and provide feedback on students' interdisciplinary literacy and practical levels, and
introduce diversified assessment systems.
Zhang Ge believes that universities should establish a collaborative education model integrating
universities, research institutions, and primary and secondary schools to jointly train interdisciplinary
teaching-capable teacher candidates. Joint lesson planning by relevant personnel from the three
different educational units can be conducted to develop curriculum systems suitable for current
teacher candidates' interdisciplinary teaching. Ye Zhiqiang et al. have made some supplements to the
teacher candidate's interdisciplinary training program, suggesting that China's teacher training
programs can emulate Brock University in Canada, establishing a dual-degree or joint-degree system
for pre-service teachers, or jointly offering interdisciplinary courses with faculties and teaching
resources from different departments and majors to optimize the knowledge structure of primary and
secondary school teachers and lay a more solid knowledge foundation for interdisciplinary teaching
[12]. Undoubtedly, strengthening the interdisciplinary training of future education workers (teacher
candidates) in teacher training institutions can promote the development of interdisciplinary literacy
and abilities of the new generation of young teachers, thereby improving the overall level of
interdisciplinary teaching among teachers.
4.2. Research Based on In-service Teachers' Perspectives
It is worth considering that for the vast majority of in-service primary and secondary school teachers
in China, most have no pre-service training experience in interdisciplinary teaching. They received
traditional higher education during their teacher training period. Scholars have offered some different
suggestions and opinions on this matter. Liang Shutong et al. believe that new teachers (recent
graduates from teacher training institutions) who have no experience in interdisciplinary learning may
not be interested in theoretical contents such as interdisciplinary teaching concepts [10]. Therefore,
in such a reality, compared to focusing on theoretical training on interdisciplinary teaching concepts
and content, it may be more effective to let new teachers observe and experience teaching on-site,
and postpone theoretical training on interdisciplinary teaching concepts and content to later stages.
On the other hand, schools can provide platforms and resources, design interdisciplinary theme
activities, encourage teachers to establish interdisciplinary teaching research teams, cooperate with
each other, collaborate on lesson preparation, develop and design interdisciplinary teaching courses,
and teaching plans. Additionally, organize offline and online expert training sessions to answer
teachers' questions. Finally, organize demonstration classes and display classes on interdisciplinary
themes. Strengthening interaction and communication among teachers of different subjects through
class observation and evaluation enhances exploration of intersections and integrations between
different subjects [9, 10].
Zheng Guocai also proposes a novel teacher interdisciplinary training model, suggesting that
multi-disciplinary in-service teachers should be divided into basic training classes for new teachers
and advanced training classes for subject leaders. New teachers in basic training classes are grouped
according to liberal arts and sciences, cooperate to design teaching activities, and showcase classroom
teaching results in the "same lesson, different construction" model. Backbone teachers in advanced
training classes need to put more effort into subject integration and present concepts of two or more
subjects in classroom teaching results showcases [14]. Although this approach requires time and
effort to implement, it greatly promotes communication and cooperation among teachers of different
subjects. Compared to some traditional training models, this collaborative and innovative model
seems to arouse more interest among teachers and increase their participation.
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5. Conclusion
Due to the limited number of empirical studies on the current status of interdisciplinary literacy and
capabilities among primary and secondary school teachers, research related to the development and
enhancement of these competencies remains exceptionally rare in the academic literature. Research
into the cultivation of interdisciplinary literacy among teacher candidates has become a hot topic in
academia today. However, as the educational environment continues to follow traditional teaching
models, the issue of how in-service teachers, who have not experienced interdisciplinary learning and
have not received interdisciplinary training, can improve their interdisciplinary teaching literacy and
capabilities remains a topic that the academic community needs to explore and study further. Research
methods also need to shift from heavy reliance on theoretical discourse to more empirical
investigations to make the research on teachers' interdisciplinary teaching more practical.
This paper reviews relevant literature and finds that research on the current state of
interdisciplinary teaching and the enhancement of literacy and capabilities among primary and
secondary school teachers mainly exhibits the following characteristics: Existing literature covers a
wide range but lacks depth; it mostly consists of theoretical discussions or personal reflections, while
empirical research is scarce; there is attention to how pre-service teacher education can enhance
interdisciplinary teaching literacy, but the enhancement of such literacy among in-service teachers is
often overlooked. Given these characteristics, future research on interdisciplinary teaching among
primary and secondary school teachers should emphasize empirical studies, analyzing issues through
actual data; make discussions more specific and profound. The focus of research in this field should
shift to issues related to interdisciplinary teaching among in-service teachers. Although some studies
discuss the improvement of interdisciplinary teaching literacy and capabilities among in-service
teachers through systematic training on interdisciplinary themes, collaborative lesson planning, and
expert lectures, these discussions are generally superficial and lack in-depth exploration of the issues.
Additionally, new problems may arise, such as various internal and external interfering factors,
including personal attitudes and energy, time constraints, financial and material support [15]. At
present, how in-service teachers, who have not undergone pre-service interdisciplinary thematic
training, can effectively enhance their interdisciplinary teaching capabilities; and teachers' own
attitudes, expectations, and needs regarding improving their interdisciplinary knowledge reserves,
enhancing related abilities, practical operability, and learning outcomes are all issues worth delving
into and researching in the future.
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