Can Teacher Collaboration Overcome Barriers to Interdisciplinary Learning in a Disciplinary University? A Case Study Using Climate Change

Autor/inn/en	Pharo, E. J.; Davison, A.; Warr, K.; Nursey-Bray, M.; Beswick, K.; Wapstra, E.; Jones, C.
Titel	Can Teacher Collaboration Overcome Barriers to Interdisciplinary Learning in a Disciplinary University? A Case Study Using Climate Change
Quelle	In: Teaching in Higher Education, 17 (2012) 5, S.497-507 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2012.658560
Schlagwörter	Climate; College Faculty; Foreign Countries; Instructional Innovation; Teacher Collaboration; Team Teaching; Collegiality; Barriers; Interdisciplinary Approach; Case Studies; Environmental Education; Communities of Practice; Reflection; Network Analysis; Educational Opportunities; Program Effectiveness; Participant Satisfaction; Australia + Suchen Sie Ihr Suchwort? Klima; Fakultät; Ausland; Educational Innovation; Bildungsinnovation; Lehrerkooperation; Teamteaching; Kollegialität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Umweltbildung; Umwelterziehung; Umweltpädagogik; Community; Netzplantechnik; Bildungsangebot; Bildungschance; Australien
Abstract	A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types of knowledge in a way that was more than the summing of disciplinary parts. With a part-time network facilitator providing cohesion, network members were able to teach into each other's classes, and share material and student activities across a range of units that included business, zoology, marine science, geography and education. Participants reported that the most positive aspects of the project were the collegiality and support for teaching innovation provided by peers. However, participants also reported being time-poor and overworked. Maintaining the collaboration beyond the initial one year project proved difficult because without funding for the network facilitator, participants were unable to dedicate the time required to meet and collaborate on shared activities. In order to strengthen teacher collaboration in a university whose administrative structures are predominantly discipline-based, there is need for recognition of the benefits of interdisciplinary learning to be matched by recognition of the need for financial and other resources to support collaborative teaching initiatives. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10