High-school teachers’ experiences of interdisciplinary team teaching
Journal article
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Author list: Kodkanon K., Pinit P., Murphy E.
Publication year: 2018
Journal: Issues in Educational Research (0313-7155)
Volume number: 28
Issue number: 4
Start page: 967
End page: 989
Number of pages: 23
ISSN: 0313-7155
Languages: English-Great Britain (EN-GB)
Abstract
The purpose of this study is to identify vocational teachers’ experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observations. Findings were grouped into the following categories: teaching across disciplines; supportive and sharing relationships and roles; communication and decision-making; benefits; and challenges. Findings suggest that the interdisciplinary aspect may be achieved through engagement in project-based learning (PBL). The PBL approach can provide both a shared purpose and a framework and guidelines to support teachers’ planning. Findings also point to the value of shared decision-making and leadership, and to the need for supportive relationships that take into consideration professional and personal issues. Implications relate to the need for open forms of communication that reflect trust, support and respect. Use of social media to support communication and collaboration should be accompanied by guidelines and rules established in advance by team members. © 2018, Western Australian Institute for Educational Research Inc.. All rights reserved.
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