出版社：Australian Institutes for Educational Research
摘要：The purpose of this study is to identify vocational teachers’ experiences withinterdisciplinary team teaching (ITT). Participants were five teachers from a science andtechnology-based vocational high school in Thailand. Qualitative data collection involvedfocus groups, interviews and observations. Findings were grouped into the followingcategories: teaching across disciplines; supportive and sharing relationships and roles;communication and decision-making; benefits; and challenges. Findings suggest that theinterdisciplinary aspect may be achieved through engagement in project-based learning(PBL). The PBL approach can provide both a shared purpose and a framework andguidelines to support teachers’ planning. Findings also point to the value of shareddecision-making and leadership, and to the need for supportive relationships that takeinto consideration professional and personal issues. Implications relate to the need foropen forms of communication that reflect trust, support and respect. Use of social mediato support communication and collaboration should be accompanied by guidelines andrules established in advance by team members.
