Three Teachers’ Problem Space Explorations in Co-Constructing an Interdisciplinary Community for Providing Authentic Research Experiences

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Instructional Practices for Educational Development (Table 38)

Abstract

We present joint problem spaces that emerged as three high school teachers’ coconstruction an interdisciplinary research experience with their students and collaborating community partners. By analyzing data collected from interviews, lesson documents, and classroom recordings using a grounded-theory method, we identified numerous problem spaces that the teachers coconstructed and addressed as they collaboratively designed the research-based course, supported students’ research activities, and promoted community partner engagement. Three themes that emerged were the ever-evolving nature of problem spaces, the breaking of subject and community boundaries by collaborative problem exploration, and continuous improvement of adaptive expertise in open-ended and innovative teaching contexts.

Authors

• Dongni Guo, University at Albany - SUNY

• Ge Song, University at Albany - SUNY

• Thomas Underwood, University at Albany - SUNY

• Katherine Espinosa, University at Albany - SUNY

• Jianwei Zhang, University at Albany - SUNY