Exploring cogenerativity for developing a coteaching community of practice in a parent-teacher engagement project

This article explores the concept of cogenerativity by examining how a coteaching community of practice in a parent-teacher engagement project developed. Calling on Vygotsky and Bakhtin, the article uses the topic of power to trace the genesis of the coteaching community of practice from initial one-on-one cogenerative dialogues between the teacher and researcher to show how threads of ideas from these conversations contributed to the community's initial learning and later operations. Using notions such as dialogic exchange, the article looks at the transformative processes at work in the cotaught classroom. The concept of cogenerativity is proposed as useful for understanding how communities of practice may be developed and sustained. Hence, the concept has application for educational practice and policy.