High-school teachers' experiences of interdisciplinary team teaching

The purpose of this study is to identify vocational teachers' experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observa...

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Bibliographic Details
Published in:Issues in educational research Vol. 28; no. 4; pp. 967 - 989
Main Authors: Kanphitcha Kodkanon, Pichet Pinit, Elizabeth Murphy
Format: Journal Article
Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.11.2018
Subjects:
Education, Secondary
English language
Foreign speakers
Management
Project method in teaching
Study and teaching
ISSN:1837-6290
Online Access:Get full text
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Summary:The purpose of this study is to identify vocational teachers' experiences with interdisciplinary team teaching (ITT). Participants were five teachers from a science and technology-based vocational high school in Thailand. Qualitative data collection involved focus groups, interviews and observations. Findings were grouped into the following categories: teaching across disciplines; supportive and sharing relationships and roles; communication and decision-making; benefits; and challenges. Findings suggest that the interdisciplinary aspect may be achieved through engagement in project-based learning (PBL). The PBL approach can provide both a shared purpose and a framework and guidelines to support teachers' planning. Findings also point to the value of shared decision-making and leadership, and to the need for supportive relationships that take into consideration professional and personal issues. Implications relate to the need for open forms of communication that reflect trust, support and respect. Use of social media to support communication and collaboration should be accompanied by guidelines and rules established in advance by team members.
Bibliography:Issues in Educational Research, Vol. 28, No. 4, Nov 2018, 967-989
Informit, Melbourne (Vic)
ISSN:1837-6290