Student-Faculty Partnership as a Foundation for Authentic Learning
DOI :
https://doi.org/10.11575/pplt.v3i1.53079Mots-clés :
learning, teaching, student-faculty partnership, authentic learningRésumé
To understand the nature of student-faculty partnerships we began to explore the literature on students and educators as pedagogical partners (Cook-Sather, Bovill, & Felten, 2011). What emerged was a strong alignment between our transformational partnership as co-teachers in higher education and how our co-teaching practice has evolved to influence our relationships with students. Reflecting on our co-teaching practice has created a space for us to cross the threshold and embrace ‘radical collegiality’ (Fielding, 1999); not only through engaging as full faculty partners but transforming our thinking about the nature of partnership with students (Bovill, Cook-Sather, & Felten, 2011; Cook-Sather, 2014). Students became active partners in pedagogical planning surrounding a teaching philosophy assignment which revealed students’ understanding of the significance of authentic partnership. Understanding the education process as a partnership between students and educators compels us to continue fostering a brave space for both students and ourselves to risk and engage in courageous change, growth, and learning (Cook-Sather, 2016).
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