Preliminary Material / Kenneth Tobin and Wolff-Michael Roth -- Toward a Praxis Perspective on Coteaching and Cogenerative Dialoguing / Kenneth Tobin and Wolff-Michael Roth -- Getting Started with Coteaching / Kenneth Tobin and Wolff-Michael Roth -- Coteaching as Lived Experience / Kenneth Tobin and Wolff-Michael Roth -- What Happens during Coteaching? / Kenneth Tobin and Wolff-Michael Roth -- Getting Started with Cogenerative Dialogues / Kenneth Tobin and Wolff-Michael Roth -- Cogenerative Dialogues / Kenneth Tobin and Wolff-Michael Roth -- Sharing Responsibility for Effective Teaching and Learning / Kenneth Tobin and Wolff-Michael Roth -- Coteaching and Cogenerative Dialogues as Research Methods / Kenneth Tobin and Wolff-Michael Roth -- Coteaching and Cogenerative Dialogues as Assessment and Evaluation Methods / Kenneth Tobin and Wolff-Michael Roth -- Coteaching and Cogenerative Dialoguing / Kenneth Tobin and Wolff-Michael Roth -- Annotated Bibliography of Coteaching and Cogenerative Dialoguing Research / Kenneth Tobin and Wolff-Michael Roth -- References / Kenneth Tobin and Wolff-Michael Roth -- Index of Names / Kenneth Tobin and Wolff-Michael Roth -- Index of Terms / Kenneth Tobin and Wolff-Michael Roth -- About the Authors / Kenneth Tobin and Wolff-Michael Roth -- New Directions In Mathematics And Science Education / Kenneth Tobin and Wolff-Michael Roth.

A recurrent trope in education is the gap that exists between theory, taught at the university, and praxis, what teachers do in classrooms. How might one bridge this inevitable gap if new teachers are asked to learn (to talk) about teaching rather than to teach? In response to this challenging question, the two authors of this book have developed coteaching and cogenerative dialoguing, two forms of praxis that allow very different stakeholders to teach and subsequently to reflect together about their teaching. The authors have developed these forms of praxis not by theorizing and then implementing them, but by working at the elbow of new and experienced teachers, students, supervisors, and department heads. Coteaching, which occurs when two or more teachers teach together, supports learning to teach while improving student achievement. Cogenerative dialogues are conversations among all those who have been present in a lesson; they ensure that what was learned while coteaching is beneficial for all coteachers and learners. Tobin and Roth describe the many ways coteaching and cogenerative dialogues are used to improve learning environments—dramatically improving teaching and learning across cultural borders defined by race, ethnicity, gender, and language. Teaching to Learn is written for science educators and teacher educators along the professional continuum: new and practicing teachers, graduate students, professors, researchers, curriculum developers, evaluation consultants, science supervisors, school administrators, and policy makers. Thick ethnographic descriptions and specific suggestions provide readers access to resources to get started and continue their journeys along a variety of professional trajectories.

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