Modeling of Innovative Teaching in an Austrian Primary School

Abstract

The purpose of this research is to understand the integration of innovative teaching and its modeling through teachers' experiences as one of the most advanced approaches to teaching today. Eight teachers of a primary school in Austria were involved in this study. Qualitative methods, with semi-structured interviews, were used in this study. In this study, semi-structured interviews, classroom observations and participation were conducted, during a one-month period. The results of this study illustrate innovative teaching experiences through new models, which have begun to be implemented this year in this school, such as: digital and social competence as a new field, teaching in the studio, combining mathematics with music, learning drama with technology and other subjects, learning in the school's green kindergarten, learning with digital tools, and a series of play-modeled activities which focused on active student participation. Through these models, students learn how to organize the learning process themselves, to choose what will work in accordance with their interests, in order to increase students' independence in their work and their preparation for the living environment where they grow up.