LARGE SCALE STUDIES.- to Coteaching.- A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools.- Researching the Use of Coteaching in the Student Teaching Experience.- THEORY INTO PRACTICE.- Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility.- Producing and Maintaining Culturally Adaptive Teaching and Learning of Science in Urban Schools.- COTEACHING CONTEXTS.- Risk-Taking as Practice in a Coteaching Professional Learning Community.- Enactment of Coteaching in Primary Schools: Moving Towards a Shared Responsibility.- 'It Certainly Taught Us How to Change Our Minds on Teaching Science': Coteaching in Continuing Professional Development.- A Learning Space: Student Teachers' Experience of Coteaching Science.- Coteaching in the Penn STI: Evolution of Fluent Praxis.- From Theoretical Explanation to Practical Application: Coteaching in a Pre-service Primary Physics Course.- Now It's Time to Go Solo.- Changing Lives: Coteaching Immigrant Students in a Middle School Science Classroom.- Parents as Coteachers of Science and Technology in a Middle-School Classroom.- COGENERATIVE DIALOGUES.- Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom.- Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program.- Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching and Learning Experiences of Minority Students.- Students as Coteachers in an Urban High School Mathematics Class.
"Chapter 4 Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility (S. 57-58)
Christina Siry and Sonya N. Martin
with Shelley Baker, Nicole Lowell, Jenna Marvin, and Yushaneen Wilson
This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility for teaching and learning science and science pedagogy with our students.1 Cogenerative dialogues are conversations between classroom participants (teachers, students, researchers, etc.) to discuss classroom interactions and focus on improving teaching and learning.
Coupled with coteaching, they serve as both a method for learning how to teach and a methodological approach to learn about teaching. In our research, we focus on how sharing responsibility with our students for the teaching and learning that occurs in our courses has the potential to transform not only science teacher education but also K-12 science education. Specifically, we have implemented this approach to counter the increasing trend toward the deprofessionalization of teachers, both at the K-12 and university levels.
In this chapter, we present our pedagogical perspectives and explore our research into the use of coteaching and cogenerative dialogues as an approach to teacher education courses. Building from critical perspectives of dialogue and participatory education, we explore how coteaching and cogenerative dialogue can be utilized as a tool for engaging students in a theory generative pedagogical approach to learning about teaching.
As we detail the development of our courses over time, we provide insights into how our epistemological understandings about teaching and learning have evolved to include sharing responsibility for teaching and learning with our students and how this practice has, in turn, informed our praxis as teacher educators. In the sections that follow, we describe what we characterize as the deprofessionalization of teaching and introduce coteaching and cogenerative dialogue as an engaged pedagogical approach teacher educators can utilize to support new and in-service teachers to “push back” at policies and mandates that de-emphasize the decision-making powers of professional teachers.
4.1 Pushing Back by Sharing Responsibility
The increasing standardization of education, the prevailing culture of accountability in teacher education, and the accompanying deprofessionalization of the teacher that is evident in policy mandates and the proliferation of scripted curricula work to limit agency in education and present challenges to educators. Particularly salient to this issue is our work with elementary teachers, who are predominately female and who are experiencing the greatest degree of marginalization as professionals by mandates and materials that are designed to “teacher proof” curricula in K-8 classrooms."
