This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science 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 and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for 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
Australian Journal of Teacher Education
Volume
44
Issue
7
Pagination
1-17
ISSN
1835-517X
Department/School
Faculty of Education
Publisher
Edith Cowan University
Place of publication
Australia
Rights statement
Copyright 2019 the authors
Repository Status
Open
Socio-economic Objectives
Assessment, development and evaluation of curriculum