Interdisciplinary Practices in Primary Education in Quebec: Results from Ten Years of Research

Abstract

The authors present a typology of the interdisciplinary representations and practices of primary teachers in Quebec based on the results of research carried out over the last ten years. The poles of two crossed continua illustrate four principal tendencies. These tendencies show representations and practices that are far from the idealized conception of reciprocity among scholarly disciplines promoting the establishment of effective complementary methods and constructive linkages.