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At the Elbow of Another

Learning to Teach by Coteaching

Wolff-Michael Roth and Kenneth Tobin

At the Elbow of Another is about teaching and learning to teach, written from the perspectives and experiences of two educators who teach and, in so doing, learn to teach. Teaching and learning to teach at the elbows of other teachers (including ourselves) provide us with new and different understandings and allow us to describe a different epistemology of teaching. We adopt a first-person perspective on teaching, sometimes our own and at other times that of peers but through the eyes of coparticipants engaged in an activity with the same primary intention of assisting students to learn. Throughout this book, we focus on teaching and learning to teach at different stages of the career ladder and explore different ways of conceiving the roles of researchers, supervisors, evaluators, cooperating teachers, and «new teachers.»
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Wolff-Michael Roth and Kenneth Tobin

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.
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13 Questions

Reframing Education's Conversation: Science

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Edited by Lynn A. Bryan and Kenneth Tobin

13 Questions: Reframing Education’s Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world’s leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards.

The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.

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Wolff-Michael Roth, Kenneth Tobin and Steve Ritchie

Re/Constructing Elementary Science seeks to improve the way science is taught in the elementary school. There are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions arising from the dialectic of opposing aspects of teaching and learning. First, there is a tension between learning as an individual process (cultural production) and as a cultural process (cultural reproduction). Second, there is a tension between science and technology (applied science). Finally, there exists a tension between children’s interaction with nature and their language for describing and explaining nature. Exemplary case studies are featured that show the tremendous capabilities of elementary students to talk about technology and, in the process, to learn to talk science. These case studies are couched in an ongoing professional dialogue among the authors and the requirements to make such exemplary science happen in other classrooms.
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Transforming Undergraduate Science Teaching

Social Constructivist Perspectives

Peter Taylor, Penny J. Gilmer and Kenneth Tobin

This book comes at a time when epistemological reform is sweeping through the global community of science education. Since the 1970s, the theories of knowing embodied in the teaching activities of school science teachers have been undergoing a major transformation toward more learner-sensitive standpoints. But undergraduate science teaching, the breeding ground of teachers of school science, has remained largely teacher-centered in many lecture theaters and laboratories. Little wonder that newly graduated science teachers arrive in school science classrooms ill prepared to practice learner-sensitive teaching. Thus, the motivating force behind this book is to expedite the process of epistemological reform of undergraduate science teaching, to align it with the reform goals of the science education community. The knowledge gained from this unique collection of studies can be extended to science courses for all students, those going on directly into science, those planning to become K-12 teachers of science, and those in allied fields as well.