Publication Cover
Studying Teacher Education
A journal of self-study of teacher education practices
Volume 15, 2019 - Issue 2
558
Views
1
CrossRef citations to date
0
Altmetric
Articles

Building Bridges: A Cross-Disciplinary Peer-Coaching Self-Study

Construyendo puentes: un self-study interdisciplinario de asesoramiento entre pares

&
Pages 98-117 | Received 03 Apr 2018, Accepted 05 Aug 2018, Published online: 07 Dec 2018
 

ABSTRACT

Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. Results revealed important process connections involving standards for practice and academic vocabulary. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs.

Tanto los self-study interdisciplinarios como el asesoramiento entre pares han mostrado por separado que ofrecen a los formadores de docentes significativas oportunidades de desarrollo profesional. Sin embargo, la literatura de la formación docente tiene poco que decir respecto a la combinación de ambos. En este artículo, los autores reportan un self-study interdisciplinario de asesoría entre pares de dos años de duración por parte de formadores docentes experimentados, uno de lenguaje y el otro de matemáticas. El propósito de este self-study fué el de examinar las conexiones que tienden un puente entre las dos disciplinas y las diferencias entre ellas que ofrecen nuevas perspectivas. Los resultados revelaron importantes conexiones de proceso incluyendo estándares de la práctica y vocabulario académico. El self-study también iluminó nuevas y significativas perspectivas acerca de qué preguntas surgen durante una discusión con un grupo completo y el modo en que se generan datos durante la colaboración de los estudiantes. Este estudio muestra los beneficios de combinar la colaboración interdisciplinaria entre formadores con asesoramiento entre pares, los que tienen implicancias tanto para los formadores de docentes a nivel individual como para sus programas.

Acknowledgments

We thank Dr. Robert Hampel for initially proposing our cross-disciplinary collaboration.

Disclosure statement

No potential conflict of interest was reported by the authors.

Log in via your institution

Log in to Taylor & Francis Online

PDF download + Online access

  • 48 hours access to article PDF & online version
  • Article PDF can be downloaded
  • Article PDF can be printed
USD 53.00 Add to cart

Issue Purchase

  • 30 days online access to complete issue
  • Article PDFs can be downloaded
  • Article PDFs can be printed
USD 243.00 Add to cart

* Local tax will be added as applicable

Related Research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.