Untitled

Roth, Wolff‐Michael; Robin, Kenneth; Zimmermann, Andrea

doi:10.1023/a:1015662623784

Cited by 75 publications

(7 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have shown that coteaching can enhance preservice teachers' and class teachers' confidence in terms of science and pedagogy knowledge (Murphy et al 2004;Scantlebury et al 2008). Coteaching can have a positive impact on students' achievement, experience and enjoyment in science lessons (Murphy et al 2004;Roth et al 2002).…”

Section: Criticisms Of Coteachingmentioning

confidence: 99%

“…Their involvement helped to foster the epistemological and ontological perspectives of coteaching within the classroom practices and cultures. The researchers' approach is in keeping with the research tradition of coteaching in which researchers participate and learn as a part of the classroom community (Roth and Tobin 2002). Most beginning teachers do not have collaborators in their classroom to provide extra support for their practice.…”

Section: Use Of Critical Ethnography In Coteaching Researchmentioning

confidence: 99%

See 1 more Smart Citation

Can they go it alone? Addressing criticisms of coteaching

Murphy

Carlisle

Beggs

2008

Cult Stud of Sci Educ

View full text Add to dashboard Cite

This paper responds to Wassell and LaVan's paper on the transition from a preservice coteaching experience to independent teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching. In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching. We attempt to extend Wassell and LaVan's use of Guba and Lincoln's (Fourth generation evaluation, 1989) authenticity criteria from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan's study in terms of the researchers' intervention and whether improvements in the transition can be effectively introduced which do not require such intervention. We conclude our discussion with some suggestions to take forward this important work.

show abstract

Section: Criticisms Of Coteachingmentioning

confidence: 99%

Section: Use Of Critical Ethnography In Coteaching Researchmentioning

confidence: 99%

Can they go it alone? Addressing criticisms of coteaching

Murphy

Carlisle

Beggs

2008

Cult Stud of Sci Educ

View full text Add to dashboard Cite

show abstract

“…Cogenerative dialogue is characterized by encounters in which students-teachers and teachers participate in conversations regarding praxis that focuses on teaching and learning with the purpose to further develop existing understandings of the learning/teaching situation in order to build local theory and thereby increase the action potential of all participants (Roth, 2002). One of the most significant features of cogenerative dialogue meetings is the ability for such meetings to provide space for all participants to utilize a more equitable approach towards making sense of and generating an understanding of praxis (Roth et al, 2002), which, in my view, cannot be misun-derstood power-relations-free. Thus, the main theoretical underpinnings of such encounters is the belief that each participant brings unique understanding and experiences to the field of activity while experiencing and interacting with the field in different ways Lavan, 2009a, 2009b).…”

Section: {Coteaching|cogenerative Dialogues} As a Theoretical-methodomentioning

confidence: 99%

Criando práticas discursivas mais simétricas em cursos de formação de professores: o caso do {coensino|diálogo cogerativo}

Kadri

2015

Calidoscópio

View full text Add to dashboard Cite

show abstract

“…Cogenerative dialogues (cogen) are conversations among different stakeholders to reflect their collective experiences, with the goal of reaching collective decisions about the rules, roles, and responsibilities that govern their shared activities [17]. In cogen, participants are encouraged to speak up equally, listen to each other attentively, and respect opinions that might differ from their own.…”

Section: Cogenerative Dialoguesmentioning

confidence: 99%

Regulating Emotions through Cogenerative Dialogues to Sustain Student Engagement in Science Internships: A Case Study

Hsu

2022

Sustainability

View full text Add to dashboard Cite

Open inquiry learning and student–scientist partnerships are two effective ways of enhancing students’ science learning; however, due to their challenging and intimidating nature, students might encounter emotional breakdowns when engaging with them. To address communicative and emotional issues in high school students’ internships with scientists, this ethnographic case study integrated a pedagogical tool called cogenerative dialogues (cogen), which are conversations cogenerated by different stakeholders to reflect on participants’ experiences and help them reach collective decisions about the rules, roles, and responsibilities that govern their partnerships. Data sources include video recordings of internship activities, video recordings of cogenerative dialogues, students’ journals and interviews, and researchers’ field notes, pictures, and artifacts collected during the internship. Drawing on the emotion regulation framework, I demonstrate how cogen could be used as a powerful tool to reveal emotion suppression, share emotion regulation strategies, and transform negative emotions into positive emotions. The results of this case study show that cogen played an important role in addressing specific issues one at a time and sustaining student engagement throughout the internship program. The implications of cogen for sustainability and organizational health are discussed.

show abstract

Untitled

Cited by 75 publications

References 34 publications

Can they go it alone? Addressing criticisms of coteaching

Can they go it alone? Addressing criticisms of coteaching

Criando práticas discursivas mais simétricas em cursos de formação de professores: o caso do {coensino|diálogo cogerativo}

Regulating Emotions through Cogenerative Dialogues to Sustain Student Engagement in Science Internships: A Case Study

Contact Info

Product

Resources

About