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ERIC Number: EJ915315
Record Type: Journal
Publication Date: 2011-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1047-6210
Emphasizing Collaborative Practices in Learning to Teach: Coteaching and Cogenerative Dialogue in a Field-Based Methods Course
Siry, Christina A.
Teaching Education, v22 n1 p91-101 Mar 2011
This article details a field-based methods course for preservice teachers that has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. I describe the structure of the course and explore the use of coteaching and cogenerative dialogue as approaches to learning how to teach. Vignettes that typify experiences in this course are analyzed, and two main findings are explored. First, coteaching provided critical support to preservice teachers as they taught their first lessons to children. Second, cogenerative dialogues mediated reflexive dialogue around the complexities of teaching. This structure provided a foundation for participants to examine their epistemological assumptions. It is argued that at a time of increasing segmentation of teacher education, teacher educators need to support dialogic, multi-perspectival approaches that emphasize the complex nature of teaching and learning in elementary classrooms. (Contains 1 note.)
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 - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A