This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative mathematics/science pre-service teaching degree was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections by the participants after involvement in the project for 12 months are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges of academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome.
Funding
Department of Industry, Science, Energy and Resources
History
Publication title
Proceedings of the 4th International STEM in Education Conference
Pagination
49
Department/School
Faculty of Education
Publisher
Beijing Normal University
Place of publication
China
Event title
STEM 2016: Connecting Informal and Formal STEM Education
Event Venue
Beijing, China
Date of Event (Start Date)
2016-10-26
Date of Event (End Date)
2016-10-28
Rights statement
Copyright unknown
Repository Status
Restricted
Socio-economic Objectives
Assessment, development and evaluation of curriculum