Date of Award

2026-05-01

Degree Name

Doctor of Philosophy

Department

Education

Advisor(s)

Maria Teresa De la Piedra

Second Advisor

Beverly Argus-Calvo

Abstract

This qualitative study examines how participation in an Interprofessional Education (IPE) simulation event influenced participants' understanding of collaboration. Grounded in Cultural-Historical Activity Theory (CHAT), the study examined how participants made meaning of collaboration, and the barriers to collaboration and interdisciplinary work both at their graduate program and their work environment. Data was collected in three phases and included semi-structured interviews with teachers before and after the event, observation fieldnotes and video of the event. I analyzed the data using CHAT as the interpretative conceptual framework for thematic interpretation of concepts such as mediation, contradictions, division of labor, and activity systems. I also conducted iterative reading of interview transcripts and inductive open coding to identify salient topics within participants' experiences. Findings suggest that the IPE simulation event operated as a transformative activity system for the participants and created opportunities for participants to critically reflect on professional assumptions, develop greater awareness of collaborative practices, and reconsider the complexity of interdisciplinary teamwork in educational settings. The study contributes to the growing literature on collaborative teacher preparation and highlights the potential of IPE experiences to support more comprehensive and reflective educational practices.

Language

en

Provenance

Received from ProQuest

File Size

186 p.

File Format

application/pdf

Rights Holder

Berenice Peralta Matus

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