Virtual Teaming: Placing Preservice Middle Level Teachers on Interdisciplinary Teams

Abstract

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.

Virtual team professional learning and development for practitioners in education

“…Although little has been written on how virtual teams have collaborated to undertake PLD initiatives, two studies come to the fore where virtual teams have been used in both preservice and in-service teacher education. Wilson (2007) worked with virtual teams of preservice teachers so that they could gain experience of teaming in a supportive environment and learn the skills required to be effective team members in middle school contexts. Virtual teams have also been used for inservice PLD purposes to support practitioners in a Virtual English Faculty (Chapman, 2016).…”

Designing Virtual Teams for K-12 Teachers

“…Current research and writing show that while agreement exists on definitions of virtual teams, approaches to a successful implementation of virtual team models vary. However, many authors emphasize the importance of successful interactions to help sustain a virtual team community (Charteris et al, 2021;Dulebohn & Hoch, 2017;Jarvenpaa & Leidner, 1998;Marlow et al, 2017;Watkins, 2013, Wilson, 2007.…”

“…Two studies provide insight into how virtual teams might fit into a professional learning model for K12 teachers. First, Wilson (2007) applied an action research study with 24 preservice middle school teachers. This study aimed to explore the impact of a simulated interdisciplinary virtual team on the participant's development.…”

“…The study took place at a university during a required course for preservice teachers. Wilson (2007) created eight 3-person teams while intentionally ensuring interdisciplinary teams. Wilson (2007) documented their journey through reflective journals using three forms of data throughout the semester.…”

From Where Two or More are Gathered: Understanding an Interdisciplinary Team

“…For example, in some school settings (e.g., U.S. middle schools) teachers are divided into interdisciplinary teams expressly for the purpose of working together to improve classroom practice across all content areas (Flowers, Mertens & Mulhall, 2000;Moolenaar, Sleegers & Daly, 2012). Unsurprisingly, too, teachers working in interdisciplinary teams have reported an increase in professional dialogue and sharing of resources and ideas (Cook & Faulkner, 2010;Newman & Wehlage, 1995;Wilson, 2007). Thus, it is easy to argue that collaborative opportunities, such as interdisciplinary teaming, offer teachers real and rewarding contexts within which to work and learn from one another, and that these benefits may easily translate to the high school level.…”