Reference : Emphasizing collaborative practices in learning to teach: Coteaching and cogenerative...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/7793

Title :	Emphasizing collaborative practices in learning to teach: Coteaching and cogenerative dialogue in a field-based methods course.
Language :	English
Author, co-author :	Siry, Christina [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Publication date :	2011
Journal title :	Teaching Education
Publisher :	Routledge
Volume :	22
Issue/season :	1
Pages :	91-101
Peer reviewed :	Yes (verified by ORBilu)
ISSN :	1047-6210
Keywords :	[en] Methods courses ; shared responsibility ; preservice teacher education ; coteaching ; cogenerative dialogue
Abstract :	[en] This manuscript 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 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, and provided for participants a foundation 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.
Permalink :	http://hdl.handle.net/10993/7793
	also: http://hdl.handle.net/10993/15210
DOI :	10.1080/10476210.2010.520699
Other URL :	http://www.tandfonline.com/doi/abs/10.1080/10476210.2010.520699#preview
Mentions required by the publisher for OA :	This is a preprint of an article submitted for consideration in the journal Teaching Education, 2011 [copyright Taylor & Francis]; Teaching Education is available online at: http://www.tandf.co.uk/journals/carfax/10476210.html, and this paper can be accessed at http://www.tandfonline.com/doi/abs/10.1080/10476210.2010.520699#.UlLb7CNMb0w

	File(s) associated to this reference
	Fulltext file(s): File Commentary Version Size Access Open access Teaching_Education_preprint.pdf Author preprint 182.79 kB View/Open

All documents in ORBi^lu are protected by a user license.

 

University of Luxembourg Library |  Feedback |  Legal notices Site Map