Learning to Teach through Coteaching and Cogenerative Dialogue

Autor/in	Tobin, Kenneth
Titel	Learning to Teach through Coteaching and Cogenerative Dialogue
Quelle	In: Teaching Education, 17 (2006) 2, S.133-142 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Beginning Teachers; Urban Schools; Science Teachers; High Schools; Science Instruction; Team Teaching; Teacher Student Relationship; Instructional Innovation; Case Studies; Ethnography; Interpersonal Communication; Classroom Environment; Social Theories; Class Activities + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational Innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Ethnografie; Interpersonale Kommunikation; Klassenklima; Unterrichtsklima; Gesellschaftstheorie
Abstract	I present theory and research associated with learning to teach science in inner city high schools on the east coast of the United States. I use theories from cultural sociology as a framework to explore how coteaching is enacted in a science teacher education program in which coteachers collaborate with high school students in cogenerative dialogues, to study learning and teaching in their own classrooms. Cogenerative dialogues are activities in which a small number of students and the coteachers review evidence from a recent class and "cogenerate" collective resolutions regarding new rules for the class, changes in teacher and student roles, and responsibility for accomplishing changes. I present an ethnographic case study of what is learned from coteaching and cogenerative dialogue in a setting in which coteaching involves a prospective teacher and a recently certified biology teacher in a lesson on protein synthesis. Coteaching creates an expanded array of practices that afford the learning of students and for the coteachers to learn from one another. Cogenerative dialogues identify and resolve contradictions, creating a consensus among the coteachers and the participating students on how learning environments can be improved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10