Teaching Together, Learning Together

Wolff-Michael Roth

ISBN 10: 082047911X / ISBN 13: 9780820479118

Editore: Peter Lang, Peter Lang Jun 2005, 2005

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This item is printed on demand - Print on Demand Titel. Neuware -Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 296 pp. Englisch.

Codice articolo 9780820479118

Dati bibliografici

• Titolo: Teaching Together, Learning Together
• Editore: Peter Lang, Peter Lang Jun 2005
• Data di pubblicazione: 2005
• Lingua: Inglese
• ISBN 10: 082047911X
• ISBN 13: 9780820479118
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 230 L x 160 A x 17 P (millimetri) 230 millimetri di larghezza per 160 millimetri di altezza per 17 millimetri di profondità
• Peso: 457 grammi

Descrizione articolo

Riassunto

Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers, university supervisors, researchers, and administrators are able to create local theory for the purpose of improving teaching and learning. In this book, contributors from four countries report on how coteaching and cogenerative dialoguing worked in their situation.

Informazioni sull?autore

The Editors : Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, B. C., Canada. He received a Ph.D. in science education from the School of Science and Technology at the University of Southern Mississippi, Hattiesburg. He has received many awards for his research on knowing, learning, and teaching in science, most recently the AERA Div. K. Award for Exemplary Research in Teaching and Teacher Education. Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. He received an Ed.D. in science education from the University of Georgia and since that time has maintained parallel programs of research on teaching and learning science and learning to teach science. He is the recipient of numerous awards from AERA, NARST, and ASTE.