Becoming-in-the-classroom: a case study of teacher development through coteaching

Although Schon's reflection-in-action and reflection-on-action have been im portant advances in understanding teaching, they do not capture important, tacit dimensions of the experience of teaching and being-in-the-classroom. These tacit dimensions of teaching cannot be acquired through didactic meth ods, but have to be enacted in lived experience. Teacher development can th erefore be viewed as a becoming-in-the-classroom. In this paper, we show ho w coteaching provides a context in which novice teachers can come to embody this dimension of teaching which is essential to mastery. (C) 1999 Elsevie r Science Ltd. All rights reserved.