Successful Interdisciplinary Collaboration: Supporting Science Teachers with a Systematic, Ongoing, Intentional Collaboration between University Engineering and Science Teacher Education Faculty

Autor/inn/en	Tinnell, Teresa L.; Tretter, Thomas R.; Thornburg, William; Ralston, Patricia S.
Titel	Successful Interdisciplinary Collaboration: Supporting Science Teachers with a Systematic, Ongoing, Intentional Collaboration between University Engineering and Science Teacher Education Faculty
Quelle	In: Journal of Science Teacher Education, 30 (2019) 6, S.621-638 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tinnell, Teresa L.) ORCID (Tretter, Thomas R.) ORCID (Thornburg, William) ORCID (Ralston, Patricia S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1593086
Schlagwörter	Interdisciplinary Approach; Teacher Collaboration; Communities of Practice; Engineering Education; Teacher Educators; College Faculty; Science Education; Teacher Motivation; Faculty Development; Elementary School Teachers; Secondary School Teachers; Academic Standards; Research Projects + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Community; Ingenieurausbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Forschungsvorhaben
Abstract	This article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including engineering, across the kindergarten to college spectrum (K-16). The successful implementation of the modified FLC, and systematic structure provided by project leadership, led to beneficial results for both education and engineering faculty members. A multiple case study approach was used to evaluate faculty motivation to participate in an interdisciplinary FLC; whether FLC participation contributed to the professional growth and was able to overcome any challenges for faculty participants; which characteristics of FLCs contributed to project success and mitigated any challenges; and if effective collaboration and overcoming challenges was supported by the overall structure of the modified FLC. Findings indicated that faculty experienced valuable professional growth; with only a minor exception, challenges within groups were able to largely be addressed and did not hinder group progress; and that FLC project leadership structure helped guide groups to successful outcomes. Findings conclude with benefits and advice for others on how to establish successful structured interdisciplinary collaborations and mitigate challenges encountered. Ultimately, FLC projects from this study contributed to the support of K--12 teachers in successfully using the Next Generation Science Standards, including the engineering design component, within their classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01