Interdisciplinary Design Teams of Pre-Service and In-Service Teachers: Issues with Collaboration

Autor/inn/en	Brown, Barbara; Hartwell, Amber; Thomas, Christy
Titel	Interdisciplinary Design Teams of Pre-Service and In-Service Teachers: Issues with Collaboration
Quelle	In: Canadian Journal of Action Research, 19 (2018) 1, S.3-21 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Interdisciplinary Approach; Inservice Teacher Education; Junior High Schools; Preservice Teachers; Design; Teamwork; Teacher Collaboration; Faculty Development; Elementary Secondary Education; Undergraduate Students; Learner Engagement; Grade 8 + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerfortbildung; Sekundarstufe I; Lehrerkooperation; School year 08; 8. Schuljahr; Schuljahr 08
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. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01