https://iejee.com/index.php/IEJEE/article/view/230
The purpose of this study was to explore the role that a collaborative teaching approach, referred to as a community of practice (CoP), had on a team of four second grade teachers’ implementation of a science-based interdisciplinary curriculum. Data was collected in the form of extensive observat...
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| Format: | Article |
| Language: | English |
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Kura Publishing
2011-03-01
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| Series: | International Electronic Journal of Elementary Education |
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| Online Access: | https://iejee.com/index.php/IEJEE/article/view/230 |
| Summary: | The purpose of this study was to explore the role that a collaborative teaching approach,
referred to as a community of practice (CoP), had on a team of four second grade teachers’
implementation of a science-based interdisciplinary curriculum. Data was collected in the
form of extensive observation notes gathered over 10-weeks of twice weekly team meetings
and two 45 minute interviews with each participant. From the field notes developed two
vignettes for the purpose of illustrating the members CoP in action. Combining my analysis
of the vignettes and the interviews resulted in three emergent themes: 1) benefits, 2)
contributions, and 3) their commitment to professional development. From this study I
learned that establishing a CoP was viewed as a necessary component of the team’s
implementation of their science-based interdisciplinary curriculum. Implications for
encouraging preservice and inservice elementary teachers to develop CoPs to support
science teaching, specifically interdisciplinary teaching, are discussed. |
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| ISSN: | 1307-9298 1307-9298 |