Tough transitions? Mediating beginning urban teachers’ practices through coteaching

Wassell, Beth A.; LaVan, Sarah-Kate

doi:10.1007/s11422-008-9151-8

Cited by 25 publications

(25 citation statements)

References 6 publications

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“…Over the past two decades research on teachers and teaching has consistently reported that teaching is an emotionally, physically and intellectually demanding job (Hargreaves, 1994;Kyriacou, 2000;Troman and Woods, 2001;Wassell and LaVan, 2009;Zembylas and Schutz, 2009). Excessive working hours, pupils' disruptive behaviour and a lack of leadership support challenge teachers' capacity to maintain their enthusiasm and passion for teaching and are often found to be key contributing factors to teacher attrition and stress (Ingersoll, 2003;Robinson, 2003 andJohnson, 2004;Bryk et al, 2010;Day and Gu, 2010).…”

Section: Introductionmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

145

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At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

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Section: Introductionmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

145

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“…The societal relations that characterize any transactional space also develop along with participants' development. In our study, the cogenerative dialogue meetings constituted such a space, because these presupposed the unique understandings and experiences of each participant (Wassel;Lavan, 2009). Consequently, it would be expected that all participants were enacting an equitable approach to making sense and generating and understanding of praxis (Roth;Zimmerman, 2002b).…”

Section: Toward a More Symmetrical Approach To The Zone Of Proximal Dmentioning

confidence: 96%

Towards a more symmetrical approach to the zone of proximal development in teacher education

et al. 2017

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This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes "the more competent peer" arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.KEYWORDS zone of proximal development; teacher education; coteaching; cogenerative dialoguing. EN BÚSQUEDA DE UN ABORDAJE MÁS SIMÉTRICO PARA LA ZONA DE DESARROLLO PRÓXIMO EN LA FORMACIÓN DE PROFESORESRESUMEN Esta investigación se centra en las relaciones permeadas por la interacción entre un profesor principiante y una formadora. Se apoya en los estudios de la zona de desarrollo próximo (ZPD) y los datos son analizados por medio del análisis de la conversación. En la literatura, el concepto de ZPD ha sido utilizado para teorizar el aprendizaje que ocurre en las relaciones en términos asimétricos. Este estudio, sin embargo, demuestra que el aprendizaje sucede para ambos participantes en las relaciones y que la cuestión de quién es la pareja más competente surge en la relación que constituye la ZPD. Así pues, hay inversiones dialécticas en las que los papeles actuales de profesor y aprendiz no coinciden con las funciones designadas institucionalmente a los individuos particulares, lo que demanda un abordaje para la ZPD que permita cambios en las relaciones de modo que aquel que enseña y/o aprende sea el resultado de las relaciones sociales.PALABRAS CLAVE zona de desarrollo proximal; formación de profesores; co-enseñanza; diálogo cogenerativo.

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“…We discuss the literature for studies that have infused cogen and PAR and the changes that took place. Wassell and LaVan (2009) commented that cogen is an evolution of PAR. To begin with, both PAR and cogen studies involved social practices.…”

Section: Integrating Cogen In Parmentioning

confidence: 99%

Enabling classroom change by infusing cogen and coteaching in participatory action research

Teo

Badron

Tan

2017

Asia Pac. Sci. Educ.

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Participatory action research is an empowering approach to advance research with participants. This paper describes and discusses the process and outcomes in engaging cogenerative dialogue (cogen) and coteaching in participatory action research (PAR) to support science curriculum change in a Singapore lower track classroom. The intervention was introduced after researching in a science teacher's two lower tracker classrooms for about 18 months and observing that his lessons were teacher-centered and he experienced difficulty engaging the students. Using the empirical findings to inform teaching practice, the researchers engaged the science teacher and two selected students in two cogen sessions to identify issues with the science lessons. The students suggested solutions which were taken up and used to plan and design revised lessons co-taught by the science teacher and one researcher. This paper describes changes to the teacher's and researcher's teaching, learning, and research experiences through the lens of cogen and PAR. Transcripts from one cogen session, one cotaught lesson, one teacher interview, and one researcher's written reflections were analyzed to distil affordances of PAR that led to changes in the classroom practices, views about science teaching and ways to carry out science research. The study illuminates the potentially transformative role of cogen, when coupled with action research, in Singapore and other classrooms.

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Tough transitions? Mediating beginning urban teachers’ practices through coteaching

Cited by 25 publications

References 6 publications

The role of relational resilience in teachers’ career-long commitment and effectiveness

The role of relational resilience in teachers’ career-long commitment and effectiveness

Towards a more symmetrical approach to the zone of proximal development in teacher education

Enabling classroom change by infusing cogen and coteaching in participatory action research

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