Abstract
Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
