ABSTRACT
Working out, in more detail, how teachers can teach co-constructively clar ifies a model tailor-made for modern classrooms at pr imary, secondary and advanced levels. Given that no teaching approach is without weaknesses, in-depth analysis might also turn up ways of dealing with these. So this chapter contains a reasonably full guide to that form of teaching underwriting partnership approaches. Its eleven sections discuss: reasons why co-constructive teaching is given special treatment; the sorts of value-commitments teachers will make; the nature of conceptual content co-constructive strategies teach; methods and techniques used; professional skills deployed; how to keep social order within co-constructed curricula; modes of assessment and evaluation; age-phase differences; the variable roles of pupils and teachers; dealing practically with endemic problems and, finally, a summary of guidelines determining quality practice (competence, success, excellence), preparing for later chapters.
