Teaching Together, Learning TogetherCoteaching 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. |
Contents
part I | 3 |
Becoming like the other | 27 |
part II | 55 |
The role of coteaching in the development of the practices of an urban | 79 |
Cogenerating culturally and socially adaptive practices | 97 |
Coteaching as a site for collaborative research | 121 |
exploring the co in coteaching | 141 |
part III | 165 |
an apprenticeship model | 187 |
Coteaching as an approach to enhance science learning and | 207 |
Gender issues in coteaching | 233 |
Epilogue | 249 |
Contributors | 265 |
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Common terms and phrases
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