University of Tasmania
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134833 - Development of an Integrated Mathematics and Science ITE Program.pdf (307.99 kB)

Cross faculty collaboration in the development of an integrated mathematics and science initial teacher education program

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journal contribution
posted on 2023-05-20, 06:59 authored by Sharon FraserSharon Fraser, Kim Beswick, Penson, ME, Andrew SeenAndrew Seen, Whannell, R
This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science 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 and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome.

Funding

Department of Industry, Science, Energy and Resources

History

Publication title

Australian Journal of Teacher Education

Volume

44

Issue

7

Pagination

1-17

ISSN

1835-517X

Department/School

Faculty of Education

Publisher

Edith Cowan University

Place of publication

Australia

Rights statement

Copyright 2019 the authors

Repository Status

  • Open

Socio-economic Objectives

Assessment, development and evaluation of curriculum