Wolff-Michael Roth Being and Becoming in the Classroom
(Westport, CT: Ablex Publishing, 2002). (ISBN: 1-56750-670-4 hardcover)
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In this book, I develop a discourse about teaching that is deeply grounded in praxis, both my own and that of fellow coteachers. In Part I, "Being in the Classroom," I develop the experience-based praxeological concepts introduced in this preface. One chapter is devoted to each concept, including "temporality of teaching," "being in and being with," "habitus," "Spielraum," and "relationality". In Part II of this book, "Becoming in the Classroom," I present coteaching and cogenerative dialoguing as a viable practice for teaching and learning to teach grounded in the phenomenological concepts introduced earlier. Chapter 6 sets the stage for a more in-depth presentation of "coteaching" in Chapter 7 and "cogenerative dialoguing" in Chapter 8. Coteaching/cogenerative dialoguing allow teachers to develop both implicit knowledge of, and explicit knowledge about teaching, factors that stand in a dialectical relation. The contradictions embedded in this dialectical relation and the opportunities for growth such that contradictions present are the topic of the final chapter.