Qualitative Perceptions of Interdisciplinarity by Future Teachers
DOI:
https://doi.org/10.62161/sauc.v11.5796Keywords:
Art, Creativity, Cognition, Interdisciplinary Research, Literature, Primary School Teacher, Teaching methodAbstract
This study explores how interdisciplinary education fosters creativity and civic engagement in creative cities. By merging diverse disciplines, it enables the analysis of complex problems from multiple perspectives and promotes communication across fields. Using a qualitative approach, focus groups with education students examined the interplay between printmaking and poetry. After an educational intervention, the study identified five categories and seven codes, revealing three semantic planes of interaction. This cognitive-affective process shows the value of integrating art, literature, philosophy, and psychology to enrich teaching. The findings highlight the thematic convergence between poetry and visual art, demonstrating their synergy in expressing complex emotions. The study supports a deeper understanding of both art and literature in education. Ultimately, this interdisciplinary method enhances students’ engagement and appreciation of artistic and literary expression.
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