| Summary: | We present our {coteaching | cogenerative dialoguing} model in which historically existing boundaries between academic research and everyday teaching are considered. In coteaching, all individuals (teachers, teachers in training, supervisors, and researchers) participate in assisting students to learn; sitting on the sidelines and watching (objectifying) others is not permitted. In cogenerative dialoguing, these individuals and student representatives talk about their experience of teaching and learning in order to develop generalizations that open new possibilities for future action. On the basis of these generalizations and new action possibilities, changes are brought about in the environment to further enhance students' learning. Thus, {coteaching | cogenerative dialoguing} serves multiple purposes: besides the obvious context for teaching in a collective manner, it provides a context to research teaching, induct new teachers, supervise new and practicing teachers, assist teachers in development (that is, learning to teach). The structure of the {coteaching | cogenerative dialoguing} model is parallel to two dialectical pairs of concepts, {praxis | praxeology} and {understanding | explanation}, central to our epistemology and methodology, respectively. URN: urn:nbn:de:0114-fqs0003372
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