Although Shulman has been criticized for a static understanding of the meaning of subject matter [16], there are many reasons why in this chapter Shulman’s theory is applied to the study of the challenges of CI. The chapter is organized as follows: first, the concept of CI is briefly introduced in the context of the Finnish curriculum for comprehensive schools. These intersections can serve as a basis for integrative themes. The individual educators can then contribute their observations, apply their methods and modifications that they have shaped through experience, in order to finally implement the curriculum in educating the child. (2008) identify three types of pedagogical subject knowledge: Knowledge of For example, a subject teacher who graduated as a history major might have strong content knowledge of the Cold War period, but only fragmented knowledge of antiquity. The third kind of pedagogical knowledge essential for CI is teachers’ ability to make content comprehensible to students. It includes examples, metaphors, analogies, illustrations, activities, assignments, and demonstrations that make the content more accessible. However, Lopes and Macedo [8] claim that there is not necessarily a relationship between scientific disciplines and school subjects. Such pedagogical methods are always content-specific so they cannot necessarily be transferred to other contexts [2]. Once the district chooses educational products from a publisher, teachers have little control over what textbooks, manipulatives, multimedia access and student materials reach the classroom. What is important about the specification of teaching standards here is that, by itemising both subject and curriculum knowledge, it transcends the traditional view of subjects, which typically includes English, mathematics This is the case in teacher education programs, such as in Finnish subject teacher education, in which student teachers study scientific disciplines at the university level and are educated as specialists in certain disciplines and then equipped with pedagogical knowledge. The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. This pedagogical content knowledge can be complex, since it is only one aspect of an educator’s professional knowledge, and may be tied to the 5 How deeply the subjects are integrated can be described as a continuum, starting with studying subjects in parallel in order to view a theme simultaneously from multiple perspectives; the integration can also go as far as the complete abandonment of school subjects [13, 14]. Another required form of curriculum knowledge concerns the content of the current curriculum. Shulman claims that normative and theoretical knowledge of ends, purposes, and values of education is perhaps the most important part of teachers’ scholarly knowledge. Content knowledgerefers to teachers’ awareness of the facts and the structure of their subject(s). This means that the understanding of pedagogical content knowledge cannot be bound only to subjects, but also involves building bridges between subjects. Some of this has been explored brilliantly in various blogs. Why is the teaching of Humanities important for students in their early years of formal education? Vertical curriculum knowledgein turn refers to teachers’ knowledge of what has been previously taught in one’s subject(s) and what will be taught in the future [2]. In turn, process integration occurs, for instance, when the cognitive side of learning is entwined with the experiential. According to Shulman, a sound level of content knowledge is required for developing pedagogical content knowledge. CI, however, does not have this kind of interest group behind it. Teachers’ Knowledge of Curriculum Integration: A Current Challenge for Finnish Subject Teachers, Contemporary Pedagogies in Teacher Education and Development, Yehudith Weinberger and Zipora Libman, IntechOpen, DOI: 10.5772/intechopen.75870. It both creates and reflects culture and identity. In this section, another category is added as the aforementioned knowledge categories are interpreted and discussed from the perspective of CI. In subject teacher education programs in Finland, student teachers in different subjects study with instructors who are specialized in pedagogical content knowledge/didactics of certain subjects. The other two are lateral and vertical curriculum knowledge . 10 Reasons why Practical Education is more Important than Theoretical Article by Aashima Singh, August 13, 2014 Why do we need Education and if we do, what form should it be? This is an example of how CI serves as a form of pedagogical content knowledge. Teaching grammar The teaching of grammar to students has little benefit to their writing development if it is taught in isolation through exercises that focus on learning ‘the rules’. How? These aspects are usually in the form of tacit knowledge, which guides everyday work, yet is not simple to express. Why improved formal teaching and l earning are important in TVET not automatically lay the found ation for the next level, in terms of the CK1 to CK4 knowledge types shown in Figure 1. Then the content is not known beforehand, and building of pedagogical content knowledge can be seen as a challenging task because the content part is missing. We discuss four Shulman’s categories that are most relevant from the viewpoint of CI: (1) content knowledge, (2) curriculum knowledge, (3) pedagogical content knowledge, and (4) knowledge of educational ends, purposes, and values. The answers to fundamental questions of our age or of individuals seeking guidance in living must be sought in multiple sources. At that point, it becomes integrative pedagogical content knowledge. There are many manuals of CI and reports of experiments on CI, but the question of what kind of pedagogical knowledge CI requires from teachers is rarely answered. If the ability to relate is taken seriously as part of teachers’ content knowledge, then some interdisciplinary studies will be required in teacher education, a topic discussed in the last section. The concept of wicked problems refers to complicated issues that are hard to define, do not have a single solution, and are usually studied in various scientific fields. Mikko A. Niemelä and Kirsi Tirri (March 28th 2018).