Co-Teaching from an Interdisciplinary Perspective: A Self-Study of Negotiating an Integrated Curriculum

Abstract

Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two methods courses, and how we negotiated disciplinary differences, the curriculum and instruction of the unit, and instructor status in the co-taught interdisciplinary unit.

Keywords:

• interdisciplinary teaching
• co-teaching
• teacher preparation
• teacher educator learning
• self-study of teacher education practices