Becoming-in-the-classroom: a case study of teacher development through coteaching
W. Roth, D. Masciotra, and N. Boyd. Teaching and Teacher Education, 15 ((c) 2002 Inst. For Sci. Info):
771-784+(1999)
Abstract
Although Schon's reflection-in-action and reflection-on-action have been important advances in understanding teaching, they do not capture important, tacit dimensions of the experience of teaching and being-in-the-classroom. These tacit dimensions of teaching cannot be acquired through didactic methods, but have to be enacted in lived experience. Teacher development can therefore be viewed as a becoming-in-the-classroom. In this paper, we show how coteaching provides a context in which novice teachers can come to embody this dimension of teaching which is essential to mastery. (C) 1999 Elsevier Science Ltd. All rights reserved.
%0 Journal Article
%1 545
%A Roth, W. M.
%A Masciotra, D.
%A Boyd, N.
%D 1999
%J Teaching and Teacher Education
%K file-import-09-02-13, inquiry, knowledge-building, mentoring, teacher-professional-development
%N (c) 2002 Inst. For Sci. Info
%P 771-784+
%T Becoming-in-the-classroom: a case study of teacher development through coteaching
%U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=0742-051X&\#38;date=1999&\#38;volume=15&\#38;issue=7&\#38;spage=771&\#38;atitle=Becoming-in-the-classroom:\%20a\%20case\%20study\%20of\%20teacher\%20development\%20through\%20coteaching&\#38;aulast=Roth&\#38;auinit=WM
%V 15
%X Although Schon's reflection-in-action and reflection-on-action have been important advances in understanding teaching, they do not capture important, tacit dimensions of the experience of teaching and being-in-the-classroom. These tacit dimensions of teaching cannot be acquired through didactic methods, but have to be enacted in lived experience. Teacher development can therefore be viewed as a becoming-in-the-classroom. In this paper, we show how coteaching provides a context in which novice teachers can come to embody this dimension of teaching which is essential to mastery. (C) 1999 Elsevier Science Ltd. All rights reserved.
@article{545,
abstract = {Although Schon's reflection-in-action and reflection-on-action have been important advances in understanding teaching, they do not capture important, tacit dimensions of the experience of teaching and being-in-the-classroom. These tacit dimensions of teaching cannot be acquired through didactic methods, but have to be enacted in lived experience. Teacher development can therefore be viewed as a becoming-in-the-classroom. In this paper, we show how coteaching provides a context in which novice teachers can come to embody this dimension of teaching which is essential to mastery. (C) 1999 Elsevier Science Ltd. All rights reserved.},
added-at = {2009-02-24T19:22:48.000+0100},
author = {Roth, W. M. and Masciotra, D. and Boyd, N.},
biburl = {https://www.bibsonomy.org/bibtex/25d3a24308cc8633357849a076e66b188/clachapelle},
citeulike-article-id = {4046412},
interhash = {d810451e941d846cc3f62ca6a64dd5ff},
intrahash = {5d3a24308cc8633357849a076e66b188},
journal = {Teaching and Teacher Education},
keywords = {file-import-09-02-13, inquiry, knowledge-building, mentoring, teacher-professional-development},
number = {(c) 2002 Inst. For Sci. Info},
pages = {771-784+},
posted-at = {2009-02-13 21:46:10},
priority = {2},
timestamp = {2009-02-24T19:23:00.000+0100},
title = {Becoming-in-the-classroom: a case study of teacher development through coteaching},
url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=0742-051X\&\#38;date=1999\&\#38;volume=15\&\#38;issue=7\&\#38;spage=771\&\#38;atitle=Becoming-in-the-classroom:\%20a\%20case\%20study\%20of\%20teacher\%20development\%20through\%20coteaching\&\#38;aulast=Roth\&\#38;auinit=WM},
volume = 15,
year = 1999
}