This article focuses on the experiences of beginner teachers of the transdisciplinary demands evident in school curricula. A detailed inductive thematic analysis of open-ended interviews with ten beginner teachers from socially diverse South African schools provided rich data on their experiences of these demands. Rapid changes in the South African school curriculum since 1994 are discussed against the backdrop of participants’ real lived experience during their first three years of teaching and are posed as main reason for transdisciplinary demands on beginner teachers. Despite the socio-economic differences between schools, all participants experienced the same cognitive and emotional dissonance during their first years of teaching. All participants’ related experiences of heightened levels of confusion, fear of failure to meet demands of school management teams, frustration of not being able to effectively teach subjects for which they had been trained and concern about the influence of their lack of knowledge in unfamiliar subjects on learners. Drawing on the concept of an ‘ideal’ transdisciplinary approach, this article explores the ways in which transdisciplinary demands within the transitional space of the state of the South African educational system compound challenges faced by beginner teachers. Recommendations for tertiary teacher training programmes are briefly suggested in the conclusion.

中文翻译：

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初学者对学校课程的跨学科要求的经验

本文重点关注初学者对学校课程中明显的跨学科需求的体验。对来自南非不同社会学校的十名初学者进行的不限成员名额访谈的详细归纳主题分析，提供了有关他们对这些需求的体验的丰富数据。自从1994年以来南非学校课程的快速变化被讨论为背景，在参与者最初的三年教学过程中他们的真实生活经验，这被认为是对初学者提出跨学科要求的主要原因。尽管学校之间的社会经济差异很大，但所有参与者在教学的头几年都经历了相同的认知和情感失调。所有参与者的相关经验都加剧了混乱，担心无法满足学校管理团队的要求，对无法有效地培训他们所接受的科目感到沮丧，并担心他们不熟悉科目中的知识不足会对学习者产生影响。本文基于“理想的”跨学科方法的概念，探讨了南非教育系统状态过渡空间内的跨学科要求如何与初学者所面临的挑战相结合的方式。结论中简要提出了有关高等师范培训计划的建议。本文基于“理想的”跨学科方法的概念，探讨了南非教育系统状态过渡空间内的跨学科要求如何复合初学者所面临的挑战。结论中简要提出了有关高等师范培训计划的建议。本文基于“理想的”跨学科方法的概念，探讨了南非教育系统状态过渡空间内的跨学科要求如何与初学者所面临的挑战相结合的方式。结论中简要提出了有关高等师范培训计划的建议。