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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cross-faculty-collaboration-in-the-development-of-an-integrated-mathematics-and-science-initial-teacher-education-program-academic-identity-and-brokerage/593859/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cross-faculty-collaboration-in-the-development-of-an-integrated-mathematics-and-science-initial-teacher-education-program-academic-identity-and-brokerage/593859.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What program development does the paper focus on?","Question",{"text":112,"@type":113},"The paper focuses on developing an integrated initial teacher education (ITE) degree in mathematics and science, specifically the Bachelor of Education (Science and Mathematics).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical frameworks are used to analyze collaboration challenges?",{"text":117,"@type":113},"The analysis uses identity theory and the concept of academic brokerage to interpret challenges in early collaborative stages and across disciplines.",{"name":119,"@type":110,"acceptedAnswer":120},"What role is highlighted for achieving successful cross-disciplinary collaboration?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593859,1792210846,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 5 |\n| --- | --- |\n| 2019\u003Cbr>Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program\u003Cbr>Sharon P. Fraser\u003Cbr>University of Tasmania, [sharon.fraser@utas.edu.au](sharon.fraser@utas.edu.au)\u003Cbr>Kim Beswick\u003Cbr>University of Tasmania, [kim.beswick@utas.edu.au](kim.beswick@utas.edu.au)\u003Cbr>Margaret Penson\u003Cbr>University of Tasmania, [margaret.penson@utas.edu.au](margaret.penson@utas.edu.au)\u003Cbr>Andrew Seen\u003Cbr>University of Tasmania, [andrew.seen@utas.edu.au](andrew.seen@utas.edu.au)\u003Cbr>Robert Whannell\u003Cbr>University of New England, [rwhannell@une.edu.au](rwhannell@une.edu.au) |  |\n\nRecommended Citation  \nFraser, 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)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/5](https://ro.ecu.edu.au/ajte/vol44/iss7/5)  \nAustralian Journal of Teacher Education  \nCross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program  \nSharon Fraser  \nKim Beswick  \nMargaret Penson  \nAndrew Seen  \nUniversity of Tasmania  \nRobert Whannell  \nUniversity of New England  \nAbstract: This paper describes a collaborative project involving  \nmathematicians, scientists and educators at an Australian university  \nwhere an innovative initial teacher education (ITE) degree in  \nmathematics/science was developed. The theoretical frameworks of  \nidentity theory and academic brokerage and their use in  \nunderstanding the challenges associated with the early stages of  \ncollaborative projects is described. Data from reflections and  \ninterviews 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  \nand resource requirements to achieve a successful outcome.  \nIntroduction  \nAustralia, 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).  \nIn 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.  \nIn 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","cbCaimK2heywkpwh","https://ap.wps.com/l/cbCaimK2heywkpwh","pdf",327123,17,"English","# Abstract\n# Introduction\n## The Need for Collaboration","[{\"question\":\"What program development does the paper focus on?\",\"answer\":\"The paper focuses on developing an integrated initial teacher education (ITE) degree in mathematics and science, specifically the Bachelor of Education (Science and Mathematics).\"},{\"question\":\"Which theoretical frameworks are used to analyze collaboration challenges?\",\"answer\":\"The analysis uses identity theory and the concept of academic brokerage to interpret challenges in early collaborative stages and across disciplines.\"},{\"question\":\"What role is highlighted for achieving successful cross-disciplinary collaboration?\",\"answer\":\"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.\"}]","Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program - Academic Identity and Brokerage | PDF",1792078057,43]