Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning
Abstract
Recently, interdisciplinary instruction has come back to the educational scene, specifically supported through the Common Core State Standards. As teacher educators and former middle-level teachers, the authors see this as a positive move to enhance learning for adolescents. This qualitative study sought to answer: How do secondary preservice and in-service teachers respond to interdisciplinary instruction? Findings provide key insights into how interdisciplinary instruction, when implemented successfully within a content area literacy course, empowers preservice and in-service teachers, and brings about a more professional environment. That is, data shows designing interdisciplinary instruction provided the teachers space to take up an identity as teaching professional—acting as specialist, acting as agent, and acting as regulator. Based on the authors’ analysis, the authors believe interdisciplinary instruction has the potential to elevate the professional status for teachers, and teacher educators can lead and guide secondary preservice and in-service teachers toward new understandings and paradigms surrounding interdisciplinary methods as we seek to evolve and improve secondary-level curriculum.
Reference
Stolle, E. P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36(1), 61-75. http://dx.doi.org/10.1080/01626620.2013.850123
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- midwest
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
45
Duration of Data Collection
Data Sources
- course materials
- email correspondence
- Observations
- Reflective journals
- Survey
Data Analysis Tools
- coding (open to axial to selective
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
How do preservice and in-service secondary teachers respond to interdisciplinary instruction?
Is this research question explicit from the manuscript? Yes