{Coteaching | Cogenerative Dialoguing} as Praxis of Dialectic Method


  • Wolff-Michael Roth University of Victoria
  • Daniel V. Lawless University of Victoria
  • Kenneth Tobin The City University of New York




theory-practice gap, praxis, dialectical method, research on teaching, and learning to teach


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. URN: urn:nbn:de:0114-fqs0003372


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Author Biographies

Wolff-Michael Roth, University of Victoria

Wolff-Michael ROTH (http://www.qualitative-research.net/fqs/impressum/roth-e.htm) is Lansdowne Professor of applied cognitive science. Areas of research: science studies, pragmatics, cognition in science and mathematics, teacher cognition

Daniel V. Lawless, University of Victoria

Daniel V. LAWLESS is graduate student at the University of Victoria. Areas of Research: Teaching and teacher education, professional development of teachers

Kenneth Tobin, The City University of New York

Kenneth TOBIN is professor in the Graduate School of Education at the University of Pennsylvania. Areas of Research: Teaching and learning to teach, professional development of teachers




How to Cite

Roth, W.-M., Lawless, D. V., & Tobin, K. (2000). {Coteaching | Cogenerative Dialoguing} as Praxis of Dialectic Method. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 1(3). https://doi.org/10.17169/fqs-1.3.1054



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