A Case Study On The Forms Of Collaboration Among Members Of The Interdisciplinary Teacher Community

As an important professional organization of the school,the teacher community plays an important role in the school’s teaching and research activities and the promotion of teacher professional development.Therefore,the research of the teacher community has also become an important subject of the school management and teacher development research.However,the research on teacher community mainly focuses on the teacher community composed of teachers of the same subject,and there is relatively little research on the teacher community composed of interdisciplinary teachers.The teacher community formed by interdisciplinary teachers is different from the teacher community of the same subject in the formation of mutual trust,common goal and vision,determination of activity themes,and communication methods.This study takes the interdisciplinary STEM teacher community of Z primary school as the research case object,and explores what is the form of collaboration among member teachers in this interdisciplinary teacher community? What are the roles and willingness of members to participate in collaboration? What is the content of teacher collaboration? What are the rules for collaboration? What are the results of the collaboration of members of the interdisciplinary teacher community?The case object of this research is an interdisciplinary STEM teacher community composed of 12 front-line teachers(Elementary school science,information technology,mathematics,arts)and 4 team leaders.It mainly adopts interviews with community member teachers and teacher team leaders,and observes and records teachers ’ activities.The performance of collaboration,the collection of teacher notes and personal files.The study found:(1)Community member teachers have a high willingness to participate in collaboration,and have a clear understanding of the necessity of community teacher collaboration.Teachers’ collaborative visions are also roughly divided into three categories: "project goals","self-realization",and "student development",and the vision has a non-single directional characteristic.(2)The content of community members ’ collaboration can be divided into three categories: one is collaborative research,which includes theoretical study and lesson study.The collaborative study of the community is based on theoretical study and supplemented by lesson study.The second type of collaborative course development.This type of collaborative activities is mainly about the development of STEM courses,involving courses such as subject selection,knowledge construction,activity design,and design optimization.The third type of collaborative teaching,this type of collaborative activities is mainly to carry out collaborative implementation of teaching and collaborative evaluation on the developed courses.(3)The organizational aspects of the collaboration among community members can be divided into two categories: other organization and self-organization,intra-discipline and inter-discipline collaboration.Different member teachers distribute different rights and interests in the collaboration under different organizational forms.Long-term collaboration gradually formed in the process of task driven to conscious and weak to strong relations of collaboration,and gradually expand collaboration network,from the discipline,collaboration to discipline integration between the dynamic change rule,sums up the core driving resistance factors of interdisciplinary collaboration of teachers,the thrust factors include the importance of the school,community harmonious atmosphere of collaboration,Harmonious interpersonal relationship,member teachers have a strong professional quality;The hindrance factors include the constraint of traditional subject teaching mode,the limitation of collaboration time and resources,and the lack of professional guidance.(4)The effectiveness of the interdisciplinary teacher community: broaden teachers’ knowledge horizons,optimize knowledge structure;enhance teachers’ interdisciplinary integration,improve teaching levels;update educational concepts,develop creative abilities;improve work efficiency,improve interpersonal relationships,etc.Of course,there are also some problems and shortcomings in the interdisciplinary community: the current collaboration mainly involves the difficulty of interdisciplinary integration and transformation,which affects the depth of interdisciplinary teacher collaboration;the randomness of collaboration needs to be emphasized to overcome formalism;interdisciplinary collaboration support system There is an urgent need to strengthen in many aspects;the dilemma of incomplete evaluation and lack of a complete evaluation mechanism.In particular,there are frictions and conflicts in interdisciplinary teacher collaboration in the three aspects of vision mission,subject knowledge position,and subject teaching level.For this reason,we should focus on coordinating the synchronization relationship between individual and team vision goals,the equal relationship between disciplines,and the contradiction between teacher teaching differences.relationship.