Abstract
This chapter focuses on the implementation of coteaching and cogenerative dialogue as foundational components in science teacher education courses. Our use of coteaching emphasizes sharing responsibility for teaching and learning science and science pedagogy with our students.
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- 1.
In this chapter we use the terms teacher and students interchangeably to refer to the participants in our courses. In general, we refer to course participants as teachers, but in certain instances, as in this one, it is important to distinguish that we, as the course instructors, are sharing responsibilities with the teachers, who are our students.
- 2.
As we explain the use of certain terms, we would like to clarify that our explanations and definitions are working definitions in that they meet our needs for the use of the terms, but are not exhaustive of their use in the field of science teacher education, as interpretations of words vary widely.
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Acknowledgments
We would like to thank Shelley Baker, Nicole Lowell, Jenna Marvin, and Yushaneen Wilson for their participation in this chapter. Their perspectives have been critical through the development and writing of this chapter and have enabled us to consider viewpoints that we had not previously considered.
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Siry, C., Martin, S.N., Baker, S., Lowell, N., Marvin, J., Wilson, Y. (2010). Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility. In: Murphy, C., Scantlebury, K. (eds) Coteaching in International Contexts. Cultural Studies of Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3707-7_4
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