NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023201
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1742-5964
Improving Teaching Practice through Interdisciplinary Dialog
Cardetti, Fabiana A.; Orgnero, M. Carolina
Studying Teacher Education, v9 n3 p251-266 2013
This study presents the results of a self-study of interdisciplinary work that has generated profound changes in our teaching practices. The research grew out of an interest in exploring the nature of our work and the practices that contribute to its success. Our self-study revealed that our work process consists of five stages and is the product of careful weaving of our different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond. We describe these stages in detail, illustrating our use of dialog, reflection, and scholarly inquiry across our disciplines to improve our teaching.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut