Editors:
- Uses several different theoretical lenses to explore coteaching and its impact in science classrooms and on learners Illustrates that there is not 'one theory' or 'one model' of coteaching, however there are commonalities that can be drawn from across the diverse coteaching contexts Is timely in that an increasing number of institutions are including coteaching as part of their teacher education programs, and the research is expanding into other content areas such as mathematics
- Includes supplementary material: sn.pub/extras
Part of the book series: Cultural Studies of Science Education (CSSE, volume 1)
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Table of contents (18 chapters)
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Front Matter
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Large-Scale Studies of Coteaching
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Front Matter
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Coteaching Contexts
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Front Matter
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Cogenerative Dialogues
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Front Matter
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About this book
Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Working as collaborators on every aspect of instruction, coteachers plan, teach and evaluate lessons together. Over the past decade, because coteaching can be highly beneficial to both students and teachers it has become an increasingly important element of science teacher education and is expanding into other content areas and educational settings. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences. It includes contributions from Europe, United States and Australia and presents an doverview of theory and practice common to most studies.
Editors and Affiliations
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Graduate School of Education, Queen's University of Belfast Graduate School of Education, Belfast, United Kingdom
Colette Murphy
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Dept. Chemistry & Biochemistry, University of Delaware Dept. Chemistry & Biochemistry, Newark, USA
Kathryn Scantlebury
Bibliographic Information
Book Title: Coteaching in International Contexts
Book Subtitle: Research and Practice
Editors: Colette Murphy, Kathryn Scantlebury
Series Title: Cultural Studies of Science Education
DOI: https://doi.org/10.1007/978-90-481-3707-7
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2010
Hardcover ISBN: 978-90-481-3706-0Published: 21 April 2010
Softcover ISBN: 978-94-007-3199-8Published: 28 May 2012
eBook ISBN: 978-90-481-3707-7Published: 02 April 2010
Series ISSN: 1879-7229
Series E-ISSN: 1879-7237
Edition Number: 1
Number of Pages: VII, 403
Number of Illustrations: 19 b/w illustrations, 17 illustrations in colour
Topics: Learning & Instruction, Science Education, Teaching and Teacher Education