Coordination in Coteaching: Producing Alignment in Real Time

Autor/inn/en	Roth, Wolff-Michael; Tobin, Kenneth; Carambo, Cristobal; Dalland, Chris
Titel	Coordination in Coteaching: Producing Alignment in Real Time
Quelle	In: Science Education, 89 (2005) 4, S.675-702 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20055
Schlagwörter	Teaching Methods; Nonverbal Communication; Team Teaching; Teacher Collaboration; Teamwork; Classroom Communication; Interpersonal Relationship; Science Education; Classroom Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Teamteaching; Lehrerkooperation; Klassengespräch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Naturwissenschaftliche Bildung; Klassenführung
Abstract	In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand gestures, and body movements. In this study, we investigate the possible sources of occurrence for the coordination of social and physical practices and provide exemplary episodes at a fine-grained level from one coteaching pair. Drawing on key concepts from cultural sociology, we show how participants continuously create material and social resources that allow for new forms of agency in subsequent moments. Such resources include physical, temporal, and social spaces and meaning-making entities (language, inscriptions). We show how in productive coteaching, participants deploy and take advantage of these resources in synchronized and coordinated ways. The synchronization operates both at the temporal level, where coteachers work in concert like experienced jazz musicians in a jam session, and at a substantive level, where the practices of one look like those of the other. As coteachers generally are not aware that they adopt the ways of their partners as we articulate them here, there are considerable consequences, for better or worse, that arise from teaching with another person. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10