Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education

Interdisciplinary co-teaching in higher education: Comparing results from music-drama and music-physics partnerships in Sweden and Ireland

“…Therefore, efforts need to be made to better prepare teachers and student-teachers for their future professions, extending discipline boundaries by incorporating more interdisciplinary approaches (Rooks et al, 2022). In line with Bennett and Fisch (2013), who argue that interdisciplinary co-teaching is well positioned to prepare student teachers for the future, the extant scholarship in interdisciplinarity in higher education will now be discussed in four contexts, including: medical education (Daniel et al, 2018;Rooks et al, 2022), business education (Carey et al, 2021;Kliegl & Weaver, 2014), design education (Colton et al, 2022;West, 2016) and teacher education (Bennett & Fisch, 2013, Chian, et al, 2021.…”

“…These include: the complex problems that appear in contemporary societies (Carey et al, 2021;Colton et al, 2022); changes in higher education (Rooks et al, 2022;West, 2016) and the need for relevant teacher and student teacher development (Bennett & Fisch, 2013;Chian et al, 2021;Daniel et al, 2018;Kliegl & Weaver, 2014). Carey et al (2021), claim that the complex societal problems mentioned above concern economic growth, social injustice, and environmental degradation.…”

“…Challenges for the co-teachers included time constraints, inadequate training, and uneven levels of commitment (Bennett & Fisch, 2013). Returning again to college lecturers as participants, Chian et al (2021) report on an interdisciplinary co-teaching module in educational theory and subject knowledge. Co-teachers collaborated in planning a student poster presentation comprising collaborative sessions, where students rehearsed their presentation and received feedback from peers and teachers.…”

“…Research into interdisciplinary co-teaching (relating to more than one discipline of knowledge) in higher education has been conducted in areas such as business, medicine, and design education (Carey et al, 2021;Colton et al, 2022;Daniel et al, 2018;Kliegl & Weaver, 2014;Rooks et al, 2022;West, 2016). In teacher education, scholarship on interdisciplinary co-teaching suggests improved learning for faculty in teaching styles and collegiality, while students appraised co-teachers' different perspectives (Rooks et al, 2022), and enhanced social interaction amongst lecturers (Chian et al, 2021). However, several researchers have identified and acknowledged challenges with interdisciplinary co-teaching.…”

“…Despite these constraints, interdisciplinary approaches are encouraged to better prepare students for the future (West, 2016). As research on interdisciplinary co-teaching in higher education has predominantly involved subjects other than music (Carey et al, 2021;Chian et al, 2021;Colton et al, 2022;Daniel et al, 2018;Kliegl & Weaver, 2014;Rooks et al, 2022;West, 2016), there is a need for research that analyzes partnerships where music is concerned. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama (Zimmerman Nilsson & Murphy, 2021) and music/physics co-teaching partnerships (Kerin & Murphy, 2018), conducted independently in Sweden and Ireland.…”