Learning From and With One Another at the Intersection of Physics and Teacher Education

• In Event: Sheraton Roundtable Session 16
  In Roundtable Session: Developing Teacher Education Practice Through Collaborative Self-Study

Abstract

An interdisciplinary collaborative self-study that details the consequences for two professors’ respective identities and pedagogies that resulted over a semester in which Lynn (education faculty) participated as a student in Amal’s Physics 101 course. For a semester Lynn attended and completed the coursework of the course. The colleagues met regularly to share and analyze their experiences as instructor and student. Data included reflective journals, discussion notes, student surveys, and course assignments and tests. Lynn found enhancements to her capacity to draw from science and math disciplines in creating examples, modeling instruction, and supervising preservice teachers. Amal identified a heightened understanding of the learning needs of non-science majors and greater capacity to differentiate for such learners.

Authors

• Valerie A. Allison, Susquehanna University

• Samya Zain, Susquehanna University