Teaching Together, Learning Together

Wolff-Michael Roth (u. a.)

ISBN 10: 082047911X / ISBN 13: 9780820479118

Published by Peter Lang, 2005

About this Item

Teaching Together, Learning Together | Wolff-Michael Roth (u. a.) | Taschenbuch | Counterpoints | Englisch | 2005 | Peter Lang | EAN 9780820479118 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

Seller Inventory # 133188981

Bibliographic Details

• Title: Teaching Together, Learning Together
• Publisher: Peter Lang
• Publication Date: 2005
• Language: English
• ISBN 10: 082047911X
• ISBN 13: 9780820479118
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 230W x 160H x 17D millimeters 230 millimeters width by 160 millimeters height by 17 millimeters depth
• Weight: 457 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

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.

About the Author

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.