Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program - Academic Identity and Brokerage

Oct 15, 2026

This paper describes a collaborative project at an Australian university developing an integrated initial teacher education program in mathematics and science. It applies identity theory and academic brokerage to explain challenges emerging during early collaboration and across disciplines. Reflections and interview data collected from participants one to three years after project involvement illustrate persistent identity and communication issues. The study emphasizes the academic broker’s role in resolving identity tensions and enabling cultural change within cross-disciplinary academic work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

The Need for Collaboration

Australian Journal of Teacher Education | Volume 44 | Issue 7 | Article 5 | | --- | --- | | 2019
Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program
Sharon P. Fraser
University of Tasmania, [sharon.fraser@utas.edu.au](sharon.fraser@utas.edu.au)
Kim Beswick
University of Tasmania, [kim.beswick@utas.edu.au](kim.beswick@utas.edu.au)
Margaret Penson
University of Tasmania, [margaret.penson@utas.edu.au](margaret.penson@utas.edu.au)
Andrew Seen
University of Tasmania, [andrew.seen@utas.edu.au](andrew.seen@utas.edu.au)
Robert Whannell
University of New England, [rwhannell@une.edu.au](rwhannell@une.edu.au) | | Recommended Citation Fraser, S. P., Beswick, K., Penson, M., Seen, A., & Whannell, R. (2019). Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program. Australian Journal of Teacher Education, 44 (7). Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/5](https://ro.ecu.edu.au/ajte/vol44/iss7/5) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol44/iss7/5](https://ro.ecu.edu.au/ajte/vol44/iss7/5) Australian Journal of Teacher Education Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program Sharon Fraser Kim Beswick Margaret Penson Andrew Seen University of Tasmania Robert Whannell University of New England Abstract: This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections and interviews ofthe participants after involvement in the project from one to three years arepresented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome. Introduction Australia, along with many other countries, has experienced a persistent decline in participation in post-compulsory mathematics and science in schools and universities (Ainley, Kos & Nicholas, 2008; Thomas, Muchatuta & Wood, 2009). This trend reduces Australia’s research and development capacity in the physical, biological and social sciences, technology, business and industry (Chubb, 2012), and also limits the supply of graduates who are qualified to teach science and mathematics in secondary schools (Marginson, Tytler, Freeman & Roberts, 2013). In 2014, a 3-year project, Inspiring Mathematics and Science in Teacher Education (IMSITE), was funded by the Office for Learning and Teaching (OLT). The collaboration of six Australian universities aimed to foster collaboration between the mathematicians, scientists, and mathematics/science teacher educators in order to better prepare teachers of secondary school mathematics and science. It considered innovative ways of integrating the content expertise of mathematicians and scientists, and Pedagogical Content Knowledge (PCK) of science and mathematics teacher educators. A range of initiatives were undertaken across the participating universities. All initiatives depended to a greater or lesser extent upon cross-faculty and cross-university collaboration for their collective outputs. In this paper we describe the initiative of one university that participated in the larger IMSITE project. It relied upon the collaboration of academics from the science, mathematics and education organisational units during the devel

FAQs

What program development does the paper focus on?

The paper focuses on developing an integrated initial teacher education (ITE) degree in mathematics and science, specifically the Bachelor of Education (Science and Mathematics).

Which theoretical frameworks are used to analyze collaboration challenges?

The analysis uses identity theory and the concept of academic brokerage to interpret challenges in early collaborative stages and across disciplines.

What role is highlighted for achieving successful cross-disciplinary collaboration?

The paper concludes that the academic broker is important for overcoming identity challenges and facilitating cultural change, while also noting the time and resource requirements for success.

Oct 15, 2026

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