Negotiating the transition between different teaching contexts through shared responsibility and shared reflection

被引：7

作者：

Beers, Jennifer S. ^{[1
]}

机构：

[1] 15 Gurney Rd, Spearwood, WA 6163, Australia

来源：

CULTURAL STUDIES OF SCIENCE EDUCATION | 2009年 / 4卷 / 02期

关键词：

Coteaching; Cogenerative dialogue; Shared responsibility; Shared reflection; Teacher training;

D O I：

10.1007/s11422-008-9153-6

中图分类号：

G [文化、科学、教育、体育]; C [社会科学总论];

学科分类号：

03 ; 0303 ; 04 ;

摘要：

This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.

引用

页码：443 / 447

页数：5