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Co-Teaching from an Interdisciplinary Perspective: A Self-Study of Negotiating an Integrated Curriculum

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Bibliographic Details
Title: Co-Teaching from an Interdisciplinary Perspective: A Self-Study of Negotiating an Integrated Curriculum
Language: English
Authors: Brandon M. Butler, Stephen R. Burgin
Source: Educational Forum. 2024 88(2):170-185.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Collaboration, Team Teaching, Interdisciplinary Approach, Integrated Curriculum, Teacher Education, Curriculum Development, Curriculum Implementation, Teacher Behavior, Interprofessional Relationship
DOI: 10.1080/00131725.2023.2234426
ISSN: 0013-1725
1938-8098
Abstract: Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two methods courses, and how we negotiated disciplinary differences, the curriculum and instruction of the unit, and instructor status in the co-taught interdisciplinary unit.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1418627
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two methods courses, and how we negotiated disciplinary differences, the curriculum and instruction of the unit, and instructor status in the co-taught interdisciplinary unit.
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