Authors

Sharon P. Fraser, University of TasmaniaFollow
Kim Beswick, University of TasmaniaFollow
Margaret Penson, University of TasmaniaFollow
Andrew Seen, University of TasmaniaFollow
Robert Whannell, University of New EnglandFollow

Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program

Abstract

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.

Recommended Citation

Fraser, S. P., Beswick, K., Penson, M., Seen, A., & Whannell, R. (2019). Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program. Australian Journal of Teacher Education, 44(7). https://doi.org/10.14221/ajte.2019v44n7.5