Co-teaching as Praxis in English Initial Teacher Education

This paper is about interdisciplinary collaboration in a higher education context. The authors have investigated their own experiences of interdisciplinary collaboration through reflexive autobiographical narrative writing and co-generative dialogue. The experience of working in a project which brought together students from different parts of the university was analysed with reference to critical readings about interdisciplinary work. The authors have identified moments of boundary crossing or ‘nodes of tension’ through which relationships were being negotiated and knowledge was being produced. The analysis of these moments shows that interdisciplinary work is intensely relational and dialogic; it takes time and involves significant labour. The authors contend that this labour is essential to building trust and openness to what is unfamiliar, and that universities which seek to promote interdisciplinary collaboration must acknowledge the significant additional work necessary to negotiate nodes of tension.

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Nodes of tension: negotiating epistemic fluency in interdisciplinary co-teaching

Colton

Mignone

Newport-Peace

2022

Aust. Educ. Res.

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The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry

Parr

Bulfin

Diamond

et al. 2019

Oxford Review of Education

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Writing-based professional learning in communities: praxis perspectives from Israel and Australia

Parr

Aharonian

Woodford

2020

Pedagogy, Culture & Society

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Co-teaching as Praxis in English Initial Teacher Education

Cited by 3 publications

References 27 publications

Nodes of tension: negotiating epistemic fluency in interdisciplinary co-teaching

Nodes of tension: negotiating epistemic fluency in interdisciplinary co-teaching

The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry

Writing-based professional learning in communities: praxis perspectives from Israel and Australia

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