Teacher-student dialogue : transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue

The paper reports a study of the effectiveness of co-teaching and co-generative dialogue in science learning and teaching in lower secondary science classes. The idea of co-teaching and co- generative dialogue-first proposed by two leading educationists, Roth and Tobin, in early 2000-made an interna...

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Bibliographic Details
Published in:Learning environments research 2015-10, Vol.18 (3), p.393-408
Main Authors: Rahmawati, Yuli, Koul, Rekha, Fisher, Darrell
Format: Article
Language:English
Subjects:
Behavior
Co-teaching
Dialogues (Language)
Education
Educational Change
Educational Environment
Educational Research
Educational Technology
Educational Theories
Interpersonal communication
Interpersonal Relationship
Interviews
Learning and Instruction
Mixed Methods Research
Original Paper
Praxis
Questionnaire on Teacher Interaction
Questionnaire on Teacher Interaction (QTI)
Questionnaires
Research Methodology
Science Instruction
Science Teachers
Science teaching
Secondary education
Secondary School Science
Secondary school teachers
Sociology of Education
Student behaviour
Student engagement
Student Journals
Student teacher relationship
Students
Studies
Teacher attitudes
Teacher Student Relationship
Teachers
Teaching Methods
Teaching practice
Team Teaching
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Summary:The paper reports a study of the effectiveness of co-teaching and co-generative dialogue in science learning and teaching in lower secondary science classes. The idea of co-teaching and co- generative dialogue-first proposed by two leading educationists, Roth and Tobin, in early 2000-made an international impact in educational research. In the context of the research, co-teaching and co- generative dialogue were applied for transforming teacher interpersonal behaviour. The pre-validated Questionnaire on Teacher Interaction (QTI) was administered to all the year nine classes at three selected secondary schools to investigate existing teacher interpersonal behaviours and to further validate the QTI. This was followed by the implementation of co-teaching and co-generative dialogue in three selected science classrooms, one from each school. Multiple research methods (interview, students' reflective journals, and questionnaire) were used to develop in-depth understanding of the participants. Co-teaching and co-generative dialogue helped in transforming teacher interpersonal behaviour and teachers' pedagogical praxis. This process also had implications for improving students' engagement, achievement and behaviour. [Author abstract]
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-015-9191-4