Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program

Autor/inn/en	Fraser, Sharon P.; Beswick, Kim; Penson, Margaret; Seen, Andrew; Whannell, Robert
Titel	Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 7, S.68-83, Artikel 5 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Interdisciplinary Approach; Teacher Education Programs; Program Development; Mathematics Education; Science Education; Scientists; Professional Identity; Teacher Educators; Secondary School Teachers; Foreign Countries; Pedagogical Content Knowledge; Universities; Bachelors Degrees; Professional Personnel; Institutional Cooperation; Australia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Programmplanung; Mathematische Bildung; Naturwissenschaftliche Bildung; Scientist; Wissenschaftler; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Pädagogische Kompetenz; University; Universität; 'Bachelor''s degrees'; Bachelor-Studiengang; Personalbestand; Institute; Co-operation; Cooperation; Institut; Kooperation; Australien
Abstract	This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01