In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…

We evolved coteaching and cogenerative dialoguing to respond to the need of teachers inexperienced in one or another aspect of teaching to learn to teach at the elbow of another. As our praxis of coteaching and cogenerative dialoguing unfolded, we developed a theoretical framework. In this article, we present some core theoretical ideas that go…

Advocates co-teaching as an essential component of teacher education programs. Describes the co-teaching efforts of a university professor, doctoral student, and student-teacher as they taught science to African-American students placed in a low-track program of study in an urban high school. Presents theoretical frameworks associated with…

How do new teachers become confident and competent while they are interns in inner-city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum.…

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic…