Teachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Education

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dc.contributor.authorPatricia L. Hardré
dc.contributor.authorChen Ling
dc.contributor.authorRanda L. Shehab
dc.contributor.authorMark A. Nanny
dc.contributor.authorMatthias U. Nollert
dc.contributor.authorHazem Refai
dc.contributor.authorChristopher Ramseyer
dc.contributor.authorJason Herron
dc.contributor.authorEbisa D. Wollega
dc.date.accessioned2016-01-14T19:52:45Z
dc.date.accessioned2016-03-30T15:34:31Z
dc.date.available2016-01-14T19:52:45Z
dc.date.available2016-03-30T15:34:31Z
dc.date.issued2013-11-01
dc.description.abstractThis 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.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationHardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., . . . Wollega, E. D. (2013). Teachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Education. Journal of Teacher Education, 64(5), 409-425. doi: 10.1177/0022487113496640en_US
dc.identifier.doi10.1177/0022487113496640en_US
dc.identifier.urihttp://hdl.handle.net/11244/24880
dc.language.isoen_USen_US
dc.publisherJournal of Teacher Education
dc.rights.requestablefalseen_US
dc.subjectprofessional developmenten_US
dc.subjectmixed methodsen_US
dc.subjectteacher learningen_US
dc.titleTeachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Educationen_US
dc.typeResearch Articleen_US

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