Teachers in an Interdisciplinary Learning Community

Engaging, Integrating, and Strengthening K-12 Education

Dados Bibliográficos

ID4307205
AutoresPatricia L Hardré (University of Oklahoma, Norman, USA), Chen Ling (0000-0002-3340-9342, University of Oklahoma, Norman, USA), Randa L Shehab (0000-0002-2857-6082, University of Oklahoma, Norman, USA), Mark A Nanny (0000-0001-7519-0329, University of Oklahoma, Norman, USA), Matthias U Nollert (0000-0001-6893-6540, University of Oklahoma, Norman, USA), Hazem Refai (University of Oklahoma, Norman, USA), Hazem H Refai (0000-0001-9137-9594, University of Oklahoma), Christopher Ramseyer (University of Oklahoma, Norman, USA), Jason Herron (University of Oklahoma, Norman, USA), Jason P Herron (0000-0002-6681-140X, University of Oklahoma), Ebisa D Wollega (University of Oklahoma, Norman, USA), Ebisa Wollega (University of Oklahoma)
Ano2013
Volume64
Fascículo5
Páginas409-425
Data de publicação2013-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487113496640
OpenAlexW1975362362
IdiomaEN
Citações recebidas9
Referências citadas17

This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an interdisciplinary team of university engineering mentors in a yearlong engineering education and project implementation program. It consisted of a 6-week on-site resident professional development and collaboration experience, with an ongoing support and follow-up including digital systems. Mixed-method, multisource data indicate that teachers engaged with motivations combining personal, intrinsic interest and classroom integration goals. They formed and sustained an active community of learning and practice that supported their success, on-site and through classroom integration, thereby promoting innovations. Teachers reported positive perceptions throughout the program and demonstrated significant, productive trajectories of change-over-time. Teachers learned and transferred task-specific engineering and scientific skills, as well as more general inquiry-based pedagogical strategies to their secondary classrooms

Active learning (machine learning · Community of practice · Discipline · Mathematics education · Pedagogy · Perception · Professional development · Sociology · Task (project management · Teaching method · Technology integration · Computer Science · Engineering · Experimental Learning in Engineering · Innovative Teaching and Learning Methods · Interdisciplinary Research and Collaboration · Psychology