Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies

Autor/inn/en	Suh, Yonghee; Hinton, KaaVonia
Titel	Navigating Disciplinary Boundaries: Two Stories of Collaborative Teaching in English and Social Studies
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.321-338 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1726836
Schlagwörter	Teacher Collaboration; Middle School Teachers; High School Teachers; Social Studies; English Teachers; Language Arts; Interdisciplinary Approach; Intellectual Disciplines; Instructional Development; Conflict; School Culture; Context Effect; Literacy; State Standards + Suchen Sie Ihr Suchwort? Lehrerkooperation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Gemeinschaftskunde; English language lessons; Englischunterricht; Sprachkultur; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geisteswissenschaften; Teaching improvement; Unterrichtsentwicklung; Konflikt; Schulkultur; Schulleben; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This narrative inquiry shares the stories of two teachers' collaborative experiences with their counterparts in social studies and English. The primary objective was to learn about how these teachers, within separate teaching dyads, understand and attempt to accomplish the goals of both colleagues' disciplines while planning instruction. Field texts were collected over two years and consist of stories derived from five recorded conversations, observations, e-mail exchanges, student work samples, teaching materials, PowerPoint slides, and reflective notes. Data were analyzed through the three-dimensional space approach. Findings suggest that: (1) collaborative tensions arise due to "grammar of schooling," including the structure and the culture of teaching the subject matters in middle and high schools; (2) cross-disciplinary collaboration serves as a space for teacher learning; and (3) despite their intentions and willingness, the two teachers tend to implement a hybrid of disciplinary literacy practices coupled with their old notion of literacy when collaborating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01