Literaturnachweis - Detailanzeige
Autor/inn/en | Roth, Wolff-Michael; Tobin, Kenneth |
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Titel | The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice. |
Quelle | In: Journal of Personnel Evaluation in Education, 15 (2001) 1, S.7-29 |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0920-525X |
Schlagwörter | Constructivism (Learning); Elementary Secondary Education; Teacher Education; Teacher Evaluation; Team Teaching |
Abstract | Reconceptualizes teacher evaluation in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective motivation of preparing the next generation of citizens. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience collectively construct local theory with the intent of improving student learning. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |