ABSTRACT Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. Results revealed important process connections involving standards for practice and academic vocabulary. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs.

中文翻译：

---

搭建桥梁：跨学科的同伴自学

摘要跨学科的自学和同伴指导已分别显示为教师教育者提供了有意义的职业发展机会。但是，教师教育者文献对将跨学科的自我学习与同伴指导相结合几乎没有说什么。在本文中，作者报告了由经验丰富的教师教育者进行的为期两年的跨学科同伴自我学习，其中一名来自英语语言艺术，另一名来自数学教育。自学的目的是研究桥接这两个学科的联系以及提供新观点的学科之间的差异。结果表明，重要的过程联系涉及实践标准和学术词汇。自学也阐明了有意义的新观点，即在全班讨论中会问哪些问题以及在学生合作期间如何生成数据。这项研究证明了跨学科的教师教育者合作与同伴指导相结合的好处，并且对个别教师教育者和教师教育计划产生了影响。