Professional Knowledge Sharing Among Interdisciplinary Team Teachers: A Study Of Intra-Team Mentoring

Abstract

AbstractThis study explored the professional knowledge that two teams of interdisciplinary teachers exchanged during their daily interactions. Using the theoretical perspectives of natural mentoring, personal practical knowledge, and social constructivism, the researchers gathered data from teachers over one school year. Data were comprised of observation notes recorded during team planning meetings, transcripts of in-depth interviews conducted with each team teacher, and personal reflections, maintained in journals of informal social interactions observed among team teachers between classes and at other times during the school day. Using the constant comparative method of data analysis, five themes emerged: based on these five themes collaborative, clerical, professional teacher, interdisciplinary content, and social informal. Implications for interdisciplinary teaming are discussed.