Wednesday 23 November 2022. 9:15am - 10:15am

Sun Jung Choia, Limin Jaoa, Midhat Kiyania, Cinzia Di Placidoa, Dawn Wisemanb

Professional learning communities: supporting interdisciplinary teaching in STEM

Contact Author: Sun Jung Choi (This email address is being protected from spambots. You need JavaScript enabled to view it.)

aDepartment of Education, McGill University, H3A 0G4, Canada

bSchool of Education, Bishop’s University, J1M 1Z7, Canada


Secondary school teachers often face challenges implementing an interdisciplinary approach to teaching having been trained to teach specific subject areas (e.g., science, math) (Shernoff et al., 2017). In this study, we explored how professional learning can support teachers through these challenges. Given the existing research citing the positive effects of professional learning communities (PLCs) on professional learning (Vangrieken et al., 2017), we specifically explored the question: How can a PLC support STEM teachers seeking to implement interdisciplinary teaching into their practice?

Osman Kasimua, Carol Murphya, Vesife Hatisarub, Robyn Reaburna

Exploring mathematics teachers experiences in a community of practice

Contact Author: Osman Kasimu (This email address is being protected from spambots. You need JavaScript enabled to view it.)

aSchool of Education, University of Tasmania, Launceston Tasmania 7250, Australia

bSchool of Education, Edith Cowan University, Joondalup Western Australia 6027, Australia


Research studies have shown associations between teacher pedagogical content knowledge (PCK) and the effectiveness of teaching in individual STEM subjects including mathematics (Beswick, & Fraser, 2019). Studies aiming at professional development have shown that teacher collaboration is effective in enhancing PCK (e.g., Evens et al., 2015). The notion of teachers learning within Communities of Practice (CoP) has seen growing interest in educational research (Jaworski et al, 2017), but less is known about teachers' experiences in a CoP. This study aimed to explore Junior High school mathematics teachers' experiences in a CoP and the impact of these experiences on their professional learning.