Interdisciplinary Co-Teaching: An Analysis of Instructors’ and Students’ Evolving Identities and Practices in Physics and Education

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Studies Across Disciplines (Table 32)

Abstract

This self-study details outcomes of co-teaching an interdisciplinary, introductory-level physics course to secondary education non-science majors. We examined the course’s design and our pedagogies as co-teachers to understand student outcomes, as well as how collaborating on and co-teaching an interdisciplinary course for the first time impacted our own identities and practices as educators. Data included journals, recordings, student surveys, and course work. Analysis revealed students developed physics concept knowledge, skills in developing and executing inquiry-based instruction, and enhanced confidence and problem-solving skills as learners and future teachers. We developed new appreciation and skills for designing and implementing instruction to promote learning, and co-teaching afforded us opportunities to critically reflect on our strengths and weaknesses as instructors and mentors to students.

Authors

• Valerie A. Allison, Susquehanna University

• Samya Zain, Susquehanna University