%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 }