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Teaching Together, Learning Together
Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.
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Teaching Together, Learning Together
Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.
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Teaching Together, Learning Together

Teaching Together, Learning Together

by Wolff-Michael Roth, Kenneth Tobin
Teaching Together, Learning Together

Teaching Together, Learning Together

by Wolff-Michael Roth, Kenneth Tobin

Overview

Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.

Product Details

ISBN-13: 9780820479118
Publisher: Peter Lang Publishing Inc.
Publication date: 06/27/2005
Series: Counterpoints Series: Studies in the Postmodern Theory of Education , #294
Pages: 275
Product dimensions: 5.90(w) x 8.90(h) x 0.50(d)

About the Author

The Editors: Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, B. C., Canada. He received a Ph.D. in science education from the School of Science and Technology at the University of Southern Mississippi, Hattiesburg. He has received many awards for his research on knowing, learning, and teaching in science, most recently the AERA Div. K. Award for Exemplary Research in Teaching and Teacher Education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. He received an Ed.D. in science education from the University of Georgia and since that time has maintained parallel programs of research on teaching and learning science and learning to teach science. He is the recipient of numerous awards from AERA, NARST, and ASTE.

Table of Contents

Contents: Wolff-Michael Roth/Kenneth Tobin: Introduction – Wolff-Michael Roth/Kenneth Tobin: Coteaching: from praxis to theory – Wolff-Michael Roth: Becoming like the other – Kenneth Tobin/Wolff-Michael Roth: Coteaching/cogenerative dialoguing in an urban science teacher preparation program – Jennifer Beers: The role of coteaching in the development of practices of an urban science teacher – Sarah-Kate LaVan: Cogenerating culturally and socially adaptive practices – Beth A. Wassell: Coteaching as a site for collaborative research – Kenneth Tobin: Exchanging the baton: exploring the co in coteaching – Donna Rigano/Stephen Ritchie/Trish Bell: Developing wisdom-in-practice through coteaching: a narrative account – Charles J. Eick/Frank Ware: Coteaching in a science methods course: an apprenticeship model for early induction to the secondary classroom – Colette Murphy/Jim Beggs: Coteaching as an approach to enhance science learning and teaching in primary schools – Kathryn Scantlebury: Gender issues in coteaching – Kenneth Tobin/Wolff-Michael Roth: Epilogue.
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