Teaching Together, Learning Together. Counterpoints, Studies in the Postmodern Theory of Education Volume 294

Sonst. Personen	Roth, Wolff-Michael (Hrsg.); Tobin, Kenneth (Hrsg.)
Titel	Teaching Together, Learning Together. Counterpoints, Studies in the Postmodern Theory of Education Volume 294
Quelle	(2005), (275 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8204-7911-8
Schlagwörter	Team Teaching; Teacher Collaboration; Interpersonal Communication; Theory Practice Relationship; Teacher Burnout; Professional Isolation; Postmodernism; Student Teacher Supervisors; Researchers; Administrators; Science Instruction + Suchen Sie Ihr Suchwort? Teamteaching; Lehrerkooperation; Interpersonale Kommunikation; Theorie-Praxis-Beziehung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Postmoderne; Researcher; Forscher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	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. Following an introduction (Wolff-Michael Roth and Kenneth Tobin), the book contains 11 chapters: (1) Coteaching: From Praxis to Theory (Wolff-Michael Roth and Kenneth Tobin); (2) Becoming Like the Other (Kenneth Tobin and Wolff-Michael Roth); (3) Coteaching/Cogenerative Dialoguing in an Urban Science Teacher Preparation Program (Kenneth Tobin and Wolff-Michael Roth); (4) The Role of Coteaching in the Development of the Practices of an Urban Science Teacher (Jennifer Beers); (5) Cogenerating Culturally and Socially Adaptive Practices (Sara-Kate LaVan); (6) Coteaching as a Site for Collaborative Research (Beth A. Wassell); (7) Exchanging the Baton: Exploring the "Co" in Coteaching (Kenneth Tobin); (8) Developing Wisdom-in-Practice through Coteaching: A Narrative Account (Donna Rigano, Stephen Ritchie, and Trish Bell); (9) Coteaching in a Science Methods Course: An Apprenticeship Model for Early Induction to the Secondary Classroom (Charles J. Eick and Frank Ware); (10) Coteaching as an Approach to Enhance Science Learning and Teaching in Primary Schools (Colette Murphy and Jim Beggs); and (11) Gender Issues in Coteaching (Kathryn Scantlebury). An epilogue by Kenneth Tobin and Wolff-Michael Roth concludes the book. (ERIC).
Anmerkungen	Peter Lang New York 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlangusa.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10