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Publicação
Science and Mathematics Teacher Collaboration in Higher Education
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Orientador(es)
Resumo(s)
Collaboration between teachers is essential for professional development. This work presents two collaborative
teacher cycles of inquiry, with the aim of characterizing the dynamics between four higher
education teachers involved in a collaborative experience related to the creation, implementation, and
evaluation of interdisciplinary inquiry learning spaces (ILS). Written communications between the
participants, field notes, the ILS produced, ILS assessment rubrics, and meetings summary were used
as data sources. Initially, teachers met to organize the interdisciplinary work, and two subteams were
formed, each one with one math teacher and one science teacher. Collaborative work is evident in each
subteam and between both teams on dialogue, decision making, action, and evaluation components. The
interdisciplinary collaboration had a strong focus on mathematical and science content knowledge as
well as pedagogical content knowledge of the ILS. Furthermore, it promoted the reflection on teachers’
own practice and their effects on student learning.
Descrição
Palavras-chave
teacher colaboration interdisciplinarity science mathematics
Contexto Educativo
Citação
Cavadas, B., & Branco, N. (2023). Science and Mathematics Teacher Collaboration in Higher Education: A Pedagogical Experience Using Inquiry Learning Spaces. In B. Cavadas & N. Branco (Eds.), Handbook of Research on Interdisciplinarity between science and mathematics in education (pp. 196-223). IGI-Global. https://doi.org/10.4018/978-1-6684-5765-8.ch009
Editora
IGI Global