Abstract
In this study, we report on our learning as we engaged in a four-month experience of coteaching a water unit in a Grade 7 classroom. Working at each other's elbows, in praxis, provided many opportunities to learn together: teaching and about teaching. We use two examples, learning to ask productive questions and struggling to enact an orderly curriculum to show how coteaching affords colearning, and how the lack of coteaching leads to struggling. Our work also suggests that coteaching allows for a mode of learning that is not captured by Schön's notions of reflection-in-practice and reflection-on-practice. We conclude that coteaching, as colearning, is praxis.
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Roth, WM., Boyd, N. Coteaching, as colearning, is praxis. Research in Science Education 29, 51–67 (1999). https://doi.org/10.1007/BF02461180
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DOI: https://doi.org/10.1007/BF02461180