Improving Teaching Practice Through Interdisciplinary Dialog
Source: Studying Teacher Education: A journal of self-study of teacher education practices, Volume 9, Issue 3, 2013, pages 251-266
This article presents the results of a self-study of interdisciplinary work that has generated profound changes in the authors' teaching practices. The research grew out of an interest in exploring the nature of their work and the practices that contribute to its success.
The findings revealed that their work process consists of five stages and is the product of careful weaving of the authors' different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond. The authors describe these stages in detail, illustrating their use of dialog, reflection, and scholarly inquiry across the disciplines to improve the their teaching.