NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023947
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0162-6620
Putting Professionalism Back into Teaching: Secondary Preservice and In-Service Teachers Engaging in Interdisciplinary Unit Planning
Stolle, Elizabeth Petroelje; Frambaugh-Kritzer, Charlotte
Action in Teacher Education, v36 n1 p61-75 2014
Recently, interdisciplinary instruction has come back to the educational scene, specifically supported through the Common Core State Standards. As teacher educators and former middle-level teachers, the authors see this as a positive move to enhance learning for adolescents. This qualitative study sought to answer: How do secondary preservice and in-service teachers respond to interdisciplinary instruction? Findings provide key insights into how interdisciplinary instruction, when implemented successfully within a content area literacy course, empowers preservice and in-service teachers, and brings about a more professional environment. That is, data shows designing interdisciplinary instruction provided the teachers space to take up an identity as teaching professional--acting as specialist, acting as agent, and acting as regulator. Based on the authors' analysis, the authors believe interdisciplinary instruction has the potential to elevate the professional status for teachers, and teacher educators can lead and guide secondary preservice and in-service teachers toward new understandings and paradigms surrounding interdisciplinary methods as we seek to evolve and improve secondary-level curriculum.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A