ABSTRACT

Interdisciplinary education is gaining prominence in higher education, but little is known about the experiences and professional development needs of interdisciplinary educators. Through the lenses of self-reflection, peer review, and the educational literature, this paper uses a narrative enquiry approach to explore the lived experiences of two academics as they transition from a focus on their disciplines into roles as interdisciplinary educators. By exploring sequential events, we identify five key phases: making the move, starting out, the teaching experience, learning more, and looking forward. We faced many challenges, including working with an interdisciplinary teaching team, feeling ‘undisciplined’, and the need for an adaptive curriculum. Based on our experiences, there is a real opportunity for academic developers to design and implement initiatives to support academics embarking on interdisciplinary teaching.

摘要

跨学科教育在高等教育中日益突出，但对跨学科教育者的经验和专业发展需求知之甚少。通过自我反思，同行评议和教育文献的视角，本文采用叙事性探究方法来探索两位学者从专注于学科转变为跨学科教育者的生活经验。通过探索连续事件，我们确定了五个关键阶段：采取行动，开始，教学经验，学习更多和展望未来。我们面临许多挑战，包括与跨学科的教学团队合作，感到“不纪律”以及需要适应性课程。根据我们的经验，