>Michael-- Might you post a summary of the papers you allude to on the
>sight, or summarize them a little for folks?
>mike
Some of you are so prolific in writing to the list that my breath is
frequently taken away. I feel hesitant at times to participate in the
erudite exchanges... Following Mike's encouragement, here abstracts/
comments on the couple of pieces I was referring to. M
1.
Wolff-Michael Roth, Daniel V. Lawless & Kenneth Tobin (2000).
Coteaching | Cogenerative Dialoguing} as
Praxis of Dialectic Method. Forum Qualitative Social Research, 1(3).
Abstract: We present our {coteaching | cogenerative dialoguing} model
in which historically existing boundaries between academic research
and everyday teaching are considered. In coteaching, all individuals
(teachers, teachers in training, supervisors, and researchers)
participate in assisting students to learn; sitting on the sidelines
and watching (objectifying) others is not permitted. In cogenerative
dialoguing, these individuals and student representatives talk about
their experience of teaching and learning in order to develop
generalizations that open new possibilities for future action. On the
basis of these generalizations and new action possibilities, changes
are brought about in the environment to further enhance students'
learning. Thus, {coteaching | cogenerative dialoguing} serves
multiple purposes: besides the obvious context for teaching in a
collective manner, it provides a context to research teaching, induct
new teachers, supervise new and practicing teachers, assist teachers
in development (that is, learning to teach). The structure of the
{coteaching | cogenerative dialoguing} model is parallel to two
dialectical pairs of concepts, {praxis | praxeology} and
{understanding | explanation}, central to our epistemology and
methodology, respectively.
In this paper, we take activity theory (Leont'ev, Engeström) and
Holzkamp's subject-centered critical psychology, as referents for
doing teaching, doing reflecting, and doing research. As you will
notice, the notions of contradictions (salient in Yrjö's work, as
well as in Holzkamp's) and dialectic tensions as motors for change
(Il'enkov) are core to the approach.
A different angle on this, with a particular use of Yrjö's and Mike's
use of the 'triangle' has been taken in the paper on doing learning
environments research:
2. COTEACHING/COGENERATIVE DIALOGUING: LEARNING ENVIRONMENTS
RESEARCH AS CLASSROOM PRAXIS
Wolff-Michael Roth, Kenneth Tobin & Andrea Zimmermann
ABSTRACT: 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 paper, 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.
Our diagram articulates different activity systems, but involving the
same people, but activities have different motives... The different
systems are also marked by the different physical locations that
people inhabit as they engage in the activities.
Michael
------------------------------------------------------ Wolff-Michael Roth Lansdowne Professor Applied Cognitive Science MacLaurin Building A548 Tel: (250) 721-7885 University of Victoria FAX: (250) 472-4616 Victoria, BC, V8W 3N4 Email: mroth@uvic.ca http://www.educ.uvic.ca/faculty/mroth/ ----------------------------------------------------
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