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ERIC Number: EJ801111
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 56
Virtual Teaming: Placing Preservice Middle Level Teachers on Interdisciplinary Teams
Wilson, Jennifer L.
RMLE Online: Research in Middle Level Education, v31 n3 p1-15 2007
In this action research study, 24 preservice middle level educators participated in simulated interdisciplinary teams for a semester. The impact this authentic pedagogy had on preservice teachers' developing knowledge of middle school teaming is documented through student artifacts (e.g., journals, assignments), tape-recorded interviews, and field notes. The data were analyzed using techniques from grounded theory and constant comparative methods. Findings indicated that preservice teachers (a) built cohesiveness and community, (b) developed skills necessary for working on effective teams, and (c) recognized and valued the authenticity of the experience. The study offers a number of implications for middle level educators. First, virtual teaming created an authentic non-clinical setting for preservice teachers to take risks, learn about themselves, and explore middle level organizational principles. Second, time taken to build community in the class was invaluable, allowing teams to overcome conflicts, trust one another, and enhance learning.
Descriptors: Grounded Theory, Preservice Teacher Education, Preservice Teachers, Action Research, Middle Schools, Teaching Methods, Interviews, Teamwork, Simulation, Higher Education, Data Collection, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Middle Schools
Authoring Institution: N/A