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.

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