Learning Environments Research

, Volume 5, Issue 1, pp 1–28

Coteaching/Cogenerative Dialoguing: Learning Environments Research as Classroom Praxis


  • Wolff-Michael Roth
    • Applied Cognitive ScienceUniversity of Victoria
  • Kenneth Robin
    • University of Pennsylvania
  • Andrea Zimmermann
    • University of Pennsylvania

DOI: 10.1023/A:1015662623784

Cite this article as:
Roth, W., Robin, K. & Zimmermann, A. Learning Environments Research (2002) 5: 1. doi:10.1023/A:1015662623784


Critical educators have leveled a methodological critique against traditional forms of classroom research because they both objectify teachers and students and lead to results that do not enhance praxis. Over the past decade, we have developed coteaching as a context for learning to teach and supervising teaching, on the one hand and, on the other, as a method for doing research on and evaluating teaching. Coteaching involves an equitable inquiry into teaching and learning processes in which all members (or representatives thereof) of a classroom community participate – including students, teachers, student teachers, researchers, and supervisors. In this article, we articulate coteaching in terms of activity theory and the associated first-person methodology for doing research on learning environments that is relevant to praxis because it constitutes an integral part of praxis. A detailed case study exemplifies coteaching and the associated research on learning environments.

activity theorycoteachingdemocratic participationfirst-person methodologyhermeneutic phenomenologyparticipatory action research
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© Kluwer Academic Publishers 2002