INTERDISCIPLINARY DESIGN TEAMS OF PRE-SERVICE AND IN-SERVICE TEACHERS: ISSUES WITH COLLABORATION

Barbara Brown, Amber Hartwell, Christy Thomas

Abstract


Two post-secondary instructors and one K-12 Learning Commons teacher describe how interdisciplinary units of study were designed by undergraduate pre-service teachers and by in-service teachers in a junior high school. The interdisciplinary units focused on two or more disciplines and aimed to engage student learners in understanding a complex issue. Using a collaborative action research approach and through ongoing dialogue, the three educators worked together throughout the year to improve processes for supporting teachers in designing interdisciplinary units of study. Findings suggest teachers experience common challenges when working on interdisciplinary design teams regardless of the extent of their teaching experiences.

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ISSN 1925-7147

© CAARE 2014