Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Brown, J. D. (2007). Statistics corner. JALT Testing & Evaluation SIG Newsletter, 11(2), retrieved from http://jalt.org/test/bro_12.htm.
Carambo, C., & Stickney, C. T. (2009). Co-teaching praxis and professional service: Facilitating the transition of beliefs and practices. Cultural Studies of of Science Education, 4, 433–441.
Coakes, S. J., & Steed, L. (2007). SPSS 14.0: Analysis without anguish. Sydney: Willey.
De Vellis, R. F. (1991). Scale development: Theory and application. Newbury Park, CA: Sage Publications.
Fisher, D. L., Fraser, B. J., & Wubbels, T. (1993). Interpersonal teacher behaviour and school climate. In T. Wubbels & J. Levy (Eds.), Do you know what you look like? Interpersonal relationships in education (pp. 103–112). London: The Falmer Press.
Fisher, D. L., Henderson, D., & Fraser, B. J. (1995). Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25(2), 125–133.
Fisher, D. L., & Rickards, T. (1998). Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3–15.
Fraser, B. J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.
Fraser, B. J. (1998). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), The international handbook of science education (pp. 527–564). Dordrecht: Kluwer Academic Publishers.
Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). New York: Springer.
Fraser, B. J., & Walberg, H. J. (Eds.). (1991). Educational environments: Evaluation, antecedents and consequences. Oxford: Pergamon Press.
Fullan, M. (2001). The new meaning of educational change (3rd ed.). London: Routledge Falmer.
Haertel, G. D., Walberg, H. J., & Haertel, E. H. (1981). Socio-psycological environments and learning: A quantitative synthesis. British Educational Research Journal, 7(1), 27–36.
Koul, R., & Fisher, D. (2003). Teacher and student interactions in science classrooms in Jammu, India. Paper presented at the Third International Conference on Science, Mathematics and Technology Education, East London, South Africa.
Koul, R. & Fisher, D. (2005). Using student perceptual data to identify exemplary teachers of primary science. Paper presented at Western Australian Science Education Association, Perth.
Leary, T. (1957). Interpersonal diagnosis of personality: A functional theory and methodology for personality evaluation. New York: Ronald Press.
Lehner, E. (2007). Describing students of the African diaspora: Understanding micro and meso level science learning as gateways to standards based discourse. Cultural Studies of Science Education, 2, 441–473.
Lewin, K. (1936). Principles of topological psychology. New York: McGraw Hill.
Marsh, C. (1996). Handbook for beginning teachers. Sydney, New South Wales: Longman.
Martin, S. (2006). Where practice and theory intersect in the chemistry classroom: Using co-generative dialogue to identify the critical point in science education. Cultural Studies of Science Education, 1, 693–720.
Newby, M., & Fisher, D. L. (1997). An instrument for assessing the learning environment of a computer laboratory. Journal of Educational Computing Research, 16, 179–190.
Polkinghorne, D. E. (1992). A postmodernism epistemology of practice. In S. Kvale (Ed.), Psychology and postmodernism (pp. 146–165). London: SAGE.
Roth, W.-M. (2005). Being and becoming in the classroom. Westport, CT: Ablex Publishing.
Roth, W.-M., & Tobin, K. (2001). The implications of co-teaching/co-generative dialogue for teacher evaluation: Learning from multiple perspectives of everyday practice. Journal of Personnel Evaluation in Education, 15(1), 7–29.
Roth, W.-M., Tobin, K., & Zimmermann, A. (2002). Co-teaching/co-generative dialoguing: Learning environments research as classroom praxis. Learning Environments Research, 5, 1–28.
Stern, G. G. (1970). People in context: Measuring person-environment congruence in education and industry. New York: Wiley.
Stith, I., & Roth, W.-M. (2008). Students in action: Cogenerative dialogue from secondary to elementary schools. Rotterdam: Sense Publisher.
Taylor, P. C. (1998). Constructivism: Value added. In B. J. Fraser & K. G. Tobin (Eds.), The international handbook of science education (pp. 1111–1123). Dordrecht: Kluwer Academic Publisher.
Taylor, P., & Williams, M. C. (1992). Discourses towards balanced rationality in the high school mathematics classroom: Ideas from Habermas’ critical theory. Paper presented at the Sociological & Antropological Prespectives Working Subgroup of the ICME-7, 17–23 August, Quebec. Retrieved from http://www.smec.moodle.com.
Tobin, K. (2006). Learning to teach through co-teaching and co-generative dialogue. Teaching Education, 17(2), 133–142.
Tobin, K., & Fraser, B. J. (1998). Qualitative and qualitative landscapes of classroom learning environments. In B. J. Fraser & K. G. Tobin (Eds.), The international handbook of science education (pp. 623–640). Dordrecht: Kluwer Academic Publishers.
Walberg, H. J. (1981). A psychological theory of educational productivity. In F. Farley & N. J. Gordon (Eds.), Psychology and education: The state of the union (pp. 81–108). Berkeley, CA: McCutchan.
Watzlawick, P., Beavin, J., & Jackson, D. (1967). Pragmatics of human communication. New York: W. W. Norton.
Wubbels, T. (1993). Teacher-student relationships in science and mathematics classes. Perth: Curtin University of Technology.
Wubbels, T., Creton, H., & Holvast, A. (1988). Undesirable classroom situations. Interchange, 19(2), 25–40.
Wubbels, T., Creton, H. A., & Hooymayers, H. P. (1985, March). Discipline problems of begining teachers: Interactional teacher behaviour mapped out. Paper presented at the annual meeting of American Education Research association, Chicago, IL.
Wubbels, T., & Levy, J. E. (Eds.). (1993). Do you know what you look like? interpersonal relationships in education. London: The Falmer Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Rahmawati, Y., Koul, R. & Fisher, D. Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue. Learning Environ Res 18, 393–408 (2015). https://doi.org/10.1007/s10984-015-9191-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10984-015-9191-4