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Abstract

This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections andinterviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the timeand resource requirements to achieve a successful outcome.

Item Type:	Article
Authors/Creators:	Fraser, S and Beswick, K and Penson, ME and Seen, A and Whannell, R
Keywords:	initial teacher education, mathematics and science, academic broker, cross-disciplinary collaboration
Journal or Publication Title:	Australian Journal of Teacher Education
Publisher:	Edith Cowan University
ISSN:	1835-517X
Copyright Information:	Copyright 2019 the authors
Related URLs:	Google Scholar: Fraser, S UTAS Profile: Fraser, S Google Scholar: Beswick, K UTAS Profile: Beswick, K UTAS Profile: Penson, ME UTAS Profile: Seen, A
Item Statistics:	View statistics for this item

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