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Abstract

STEAM education continues to build momentum across Australia, with educationstakeholders making space for the contribution that expanded and non-hierarchicaldisciplinary perspectives are bringing to education at all levels. This article offers adiscussion of the lived experiences of teacher professional learning collaborators indesigning and delivering a multi-site, live streamed STEAM professional learningevent. The authorship teams’ individual and shared experiences of contributing toteacher professional learning that holds space for broad and deep disciplinaryagendas to emerge are elicited. From this, implications of working with and fromways of being, doing and knowing inherent to individual disciplines are considered inrelation to their wider disciplinary synergies. In mapping the synergies inherent tothe authorship teams’ experience of contributing to this event, this article illustrateshow storying disciplinary perspectives can elicit meaningful thresholds forconnection, convergence and collaboration.

Item Type:	Article
Authors/Creators:	MacDonald, A and Wise, K and Riggall, JL and Brown, NR
Keywords:	Interdisciplinarity, multi-disciplinary collaboration, STEAM, teacher professional learning
Journal or Publication Title:	Australian Art Education
Publisher:	Art Education Australia
ISSN:	1032-1942
Related URLs:	Google Scholar: MacDonald, A UTAS Profile: MacDonald, A Google Scholar: Brown, NR UTAS Profile: Brown, NR
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