Transferring schema or transforming cultures? |
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| Authors: | Jennifer Gallo-Fox |
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| Institution: | (1) Department of Chemistry and Biochemistry, University of Delaware, Newark, DE 19716, USA |
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| Abstract: | Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox
is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch
School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry
at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and
development; teaching, policy, and teachers’ work; and research methodology. |
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| Keywords: | Coteaching Sociocultural theory Transformative practice Epistemology Ontology Learning theory Development |
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