The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice

  • Wolff-Michael Roth
  • Kenneth Tobin
Article

DOI: 10.1023/A:1011100117706

Cite this article as:
Roth, WM. & Tobin, K. Journal of Personnel Evaluation in Education (2001) 15: 7. doi:10.1023/A:1011100117706

Abstract

In this article, personnel evaluation is reconceptualized in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective (societal) motivation of preparing the next generation of citizens. Coteaching engages all participants (teachers, student teachers, supervisors, evaluators, and researchers) in the effort of helping students to learn. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience (teachers and students) collectively construct local theory with the intent of improving the learning of students. Because our studies have been conducted in urban schools, in which often the least qualified teachers end up teaching, our work is particularly relevant to improving teaching in these most needy contexts.

Copyright information

© Kluwer Academic Publishers 2001

Authors and Affiliations

  • Wolff-Michael Roth
    • 1
  • Kenneth Tobin
    • 2
  1. 1.University of VictoriaUSA
  2. 2.University of PennsylvaniaUSA

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