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Cross faculty collaboration in the development of an integrated mathematics and science pre-service teacher education program

Citation

Fraser, S and Penson, M and Seen, A and Beswick, K and Whannell, R, Cross faculty collaboration in the development of an integrated mathematics and science pre-service teacher education program, Proceedings of the 4th International STEM in Education Conference, 26-28 October 2016, Beijing, China, pp. 49. (2016) [Refereed Conference Paper]

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Official URL: http://stem.bnu.edu.cn/index.php/conference-detail...

Abstract

This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative mathematics/science pre-service teaching degree 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 by the participants after involvement in the project for 12 months are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges of academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome.

Item Details

Item Type:Refereed Conference Paper
Keywords:STEM, integrated curriculum, initial teacher education
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Science, Technology and Engineering Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Syllabus and Curriculum Development
Author:Fraser, S (Associate Professor Sharon Fraser)
Author:Penson, M (Dr Margaret Penson)
Author:Seen, A (Dr Andrew Seen)
Author:Beswick, K (Professor Kim Beswick)
Author:Whannell, R (Dr Robert Whannell)
ID Code:113639
Year Published:2016
Deposited By:Education
Deposited On:2017-01-11
Last Modified:2017-06-09
Downloads:0

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