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 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:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Fraser, S (Professor Sharon Fraser)
UTAS Author:	Penson, M (Dr Margaret Penson)
UTAS Author:	Seen, A (Associate Professor Andrew Seen)
UTAS Author:	Beswick, K (Professor Kim Beswick)
UTAS Author:	Whannell, R (Dr Robert Whannell)
ID Code:	113639
Year Published:	2016
Deposited By:	Education
Deposited On:	2017-01-11
Last Modified:	2022-10-04
Downloads:	0