What is it about?
This article is about an enthusiastic elementary school teachers team. These 20 educators enrolled in university courses in physics, technology, and engineering design. They conducted their summer research in the university laboratories where professors gave them interdisciplinary science inquiry pedagogy (ISEP) sessions. Later on, these teachers brought their new knowledge to their classrooms. This research attempted to understand why these teachers' teamwork was so successful.
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Why is it important?
Importantly, this teachers' team changed not only their own teaching approaches and styles, but also very positively affected the entire school community. They involved in this project more of their colleagues, their students, and parents, and also the entire neighborhood. Student learning, engagement, and motivation rocketed thanks to the great affordances of the ISEP project and these teachers' team enthusiasm.
Perspectives
Readers may choose to follow the example of these teachers' team. Educators on all grade levels might decided to enroll or start similar projects promoting interdisciplinary science teaching while implementing a team-teaching approach. As a team, the teachers described in this article helped, supported, and trusted each other. They succeeded thanks to their mutual trust within their team and from the side of this school's leaders. Importantly, these teachers' team collaboration within the ISEP project strongly benefitted their students. Following their example might bring success to your school or district.
Dr. Olga Gould-Yakovleva
SUNY Alumna, Independent Researcher,
Read the Original
This page is a summary of: Mutualism as Mutual Trust: An Ethnographic Case Study on an Elementary-School Teacher-Team Participation in a Science PD Program, The Qualitative Report, April 2024, Nova Southeastern University,
DOI: 10.46743/2160-3715/2024.6440.
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