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Titlebook: Coteaching in International Contexts; Research and Practic Colette Murphy,Kathryn Scantlebury Book 2010 Springer Science+Business Media B.V

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發(fā)表于 2025-3-21 18:05:45 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Coteaching in International Contexts
副標(biāo)題Research and Practic
編輯Colette Murphy,Kathryn Scantlebury
視頻videohttp://file.papertrans.cn/240/239028/239028.mp4
概述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 th
叢書(shū)名稱(chēng)Cultural Studies of Science Education
圖書(shū)封面Titlebook: Coteaching in International Contexts; Research and Practic Colette Murphy,Kathryn Scantlebury Book 2010 Springer Science+Business Media B.V
描述.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..
出版日期Book 2010
關(guān)鍵詞Collaborator; co-teaching; cogenerative dialogue; coteaching; education; learning; science and mathematics
版次1
doihttps://doi.org/10.1007/978-90-481-3707-7
isbn_softcover978-94-007-3199-8
isbn_ebook978-90-481-3707-7Series ISSN 1879-7229 Series E-ISSN 1879-7237
issn_series 1879-7229
copyrightSpringer Science+Business Media B.V. 2010
The information of publication is updating

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A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools. Many aspects of school education have changed over the last 50 years, particularly in relation to learner characteristics, increasing levels of government regulation and bureaucracy, globalisation and political uncertainty. Pre-service teacher education has not, in the main, embraced these changes
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‘It Certainly Taught Us How to Change Our Minds on Teaching Science’: Coteaching in Continuing Profesional development (CPD) programme and then implement that learning together as coteachers in the classroom. Teachers from 25 primary schools (covering all areas of Northern Ireland) and the student teachers, with whom they would be placed, attended a CPD course aimed at enhancing creativity, thinki
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發(fā)表于 2025-3-23 00:36:51 | 只看該作者
A Learning Space: Student Teachers’ Experience of Coteaching ScienceZeichner 1990; McIntyre et al. 1996). Yet, pre-service teachers approach these placements with considerable anxiety related to performance, supervision, pupil cooperation and communication with their class teacher which negatively impacts on their performance and diminishes the learning experience (
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Coteaching in the Penn STI: Evolution of Fluent Praxis sciences and school districts in southeastern Pennsylvania, New Jersey, and Delaware. The primary goal of the program is the improvement of science education by providing graduate-level coursework to middle grades and high-school teachers in a university setting.
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