Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences.

LARGE SCALE STUDIES.- to Coteaching.- A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools.- Researching the Use of Coteaching in the Student Teaching Experience.- THEORY INTO PRACTICE.- Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility.- Producing and Maintaining Culturally Adaptive Teaching and Learning of Science in Urban Schools.- COTEACHING CONTEXTS.- Risk-Taking as Practice in a Coteaching Professional Learning Community.- Enactment of Coteaching in Primary Schools: Moving Towards a Shared Responsibility.- ‘It Certainly Taught Us How to Change Our Minds on Teaching Science’: Coteaching in Continuing Professional Development.- A Learning Space: Student Teachers’ Experience of Coteaching Science.- Coteaching in the Penn STI: Evolution of Fluent Praxis.- From Theoretical Explanation to Practical Application: Coteaching in a Pre-service Primary Physics Course.- Now It’s Time to Go Solo.- Changing Lives: Coteaching Immigrant Students in a Middle School Science Classroom.- Parents as Coteachers of Science and Technology in a Middle-School Classroom.- COGENERATIVE DIALOGUES.- Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom.- Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program.- Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching and Learning Experiences of Minority Students.- Students as Coteachers in an Urban High School Mathematics Class.

Uses several different theoretical lenses to explore coteaching and its impact in science classrooms and on learners Illustrates that there is not 'one theory' or 'one model' of coteaching, however there are commonalities that can be drawn from across the diverse coteaching contexts Is timely in that an increasing number of institutions are including coteaching as part of their teacher education programs, and the research is expanding into other content areas such as mathematics Includes supplementary material: sn.pub/extras