| dc.description.abstract | This study aims to understand how learning mechanisms occur when teachers collaborate with teachers from other disciplines in interdisciplinary education. Types of learning mechanisms include identification, coordination, reflection and transformation. These mechanisms represent the learning potential when crossing disciplinary boundaries. Although previous studies show that teachers who collaborate in interdisciplinary education face challenges, they pay little attention to the teachers’ learning opportunities. To that end, twelve interviews with teachers at Utrecht University (UU) were conducted for this study. A qualitative design with a narrative approach using semi-structured interviews was used to identify the four learning mechanisms. First, the results demonstrate that identification occurs in assessing students, differences in teaching and hierarchy. Second, coordination takes place in social interaction, common themes and the organisation of interdisciplinary education. Third, reflection results in creating a new perspective and gaining insight into one’s own identity. Finally, transformation occurs by creating new educational practices and changes in interdisciplinary courses. The results emphasise the importance of maintaining a dialogue with teachers who contribute to interdisciplinary education because it provides insight into how they move across disciplinary boundaries.
Keywords: learning mechanisms, boundary crossing, interdisciplinary teacher collaboration, learning potential. | |
