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ERIC Number: EJ819795
Record Type: Journal
Publication Date: 2006-Jun
Pages: 10
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-1047-6210
Learning to Teach through Coteaching and Cogenerative Dialogue
Tobin, Kenneth
Teaching Education, v17 n2 p133-142 Jun 2006
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A