ABSTRACT

This chapter will establish a series of principles for cross-curricular teaching and learning from the teacher’s perspective. Starting with the work of Peshkin (1988) it

will investigate how the teacher’s sense of professional and personal identity relates to their understanding of their subject and the opportunities to collaborate with others through a wider curriculum framework. It will do this by reflecting on two case studies drawn from the author’s own experience of using Peshkin’s work as a stimulus for reflective writing. Practical tasks will be presented that will allow the reader to undertake a similar piece of reflective analysis.