期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2007
卷号：31
期号：3
页码：1-15
DOI：10.1080/19404476.2007.11462046
出版社：Taylor and Francis Ltd
摘要：In this action research study, 24 preservice middle level educators participated in simulated interdisciplinary teams for a semester. The impact this authentic pedagogy had on preservice teachers’ developing knowledge of middle school teaming is documented through student artifacts (e.g., journals, assignments), tape-recorded interviews, and field notes. The data were analyzed using techniques from grounded theory and constant comparative methods. Findings indicated that preservice teachers (a) built cohesiveness and community, (b) developed skills necessary for working on effective teams, and (c) recognized and valued the authenticity of the experience. The study offers a number of implications for middle level educators. First, virtual teaming created an authentic non-clinical setting for preservice teachers to take risks, learn about themselves, and explore middle level organizational principles. Second, time taken to build community in the class was invaluable, allowing teams to overcome conflicts, trust one another, and enhance learning.
