Becoming an Urban Physics and Math Teacher: Infinite by Beth A. Wassell, Ian Stith

By Beth A. Wassell, Ian Stith

This publication explores what occurs as starting city lecturers transition via their first few years within the lecture room. It captures one teacher's trip in the course of the first 3 years of training technological know-how and arithmetic in a wide city district within the US. Combining narrative with serious research, the authors specialise in Ian's service provider as a starting instructor and discover his luck in operating with diversified scholars.

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Additional info for Becoming an Urban Physics and Math Teacher: Infinite Potential (Science & Technology Education Library)

Sample text

As we illustrate in the following section, the coteaching model offers a novel twist to teacher education that fosters inquiry and reflection while learning in practice. Learning to teach by coteaching Why coteaching? Coteaching emerged when Roth and Tobin (2002) considered a few of the challenges that new teachers face as they begin working in urban schools. First, they found that the dispositions and practices of the middle-class preservice teachers with whom they worked were not in alignment with those of urban students (Roth, Lawless & Tobin, 2000).

These unique processes and their implications will be discussed throughout the sections that follow. It is important for teacher educators, educational researchers, and those considering a career in teaching to contemplate the efficacy of alternative experiences in teacher education, especially those that provide opportunities for extensive reflection. This chapter seeks to provide a rich description of such innovations by contextualizing them in Ian’s experiences, while offering an analysis that considers the patterns of coherence and contradictions that ensue as he begins to teach in an urban high school.

One of the arguments for coteaching is the enhanced ability for teachers to transition into the teacher role. Sharing the teaching responsibility with another individual enables added “wiggle room” and also allows someone else to step in and help out when needed. This change in structure from the traditional teaching arrangement fosters coteachers’ agency to accomplish the duties involved in their new roles as teachers. Ian mentioned the increased opportunities he had to perform a variety of teaching activities because of Jack’s presence: It was like we were able to do what we wanted because we always had someone there.

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