Abstract
AbstractThis study was conducted during an entire school year in a middle school with grades six through eight and explored the influence of interdisciplinary teaming on feelings of isolation and collegiality among teachers on teams. Using methods associated with long-term field studies, researchers observed and interviewed teachers on three interdisciplinary case study teams. The personal isolation frequently experienced by teachers was nonexistent by early in the school year; however, other themes of isolation emerged. Inter-team isolation and subject matter isolation concerned teachers who were case study team members. Implications for teacher decision making, for novice teacher development, and for administrative support of teaming are discussed.
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