Co-Teaching as Teacher Training: Experiential Accounts of Two Doctoral Students

Autor/inn/en	Burns, Victoria F.; Mintzberg, Susan
Titel	Co-Teaching as Teacher Training: Experiential Accounts of Two Doctoral Students
Quelle	In: College Teaching, 67 (2019) 2, S.94-99 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2018.1558169
Schlagwörter	Team Teaching; Team Training; Graduate Students; Doctoral Programs; Research Universities; Foreign Countries; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Teamteaching; Teamcoaching; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Forschungseinrichtung; Ausland; Schülerverhalten; Kanada
Abstract	There is a growing body of literature exploring the benefits and challenges of co-teaching in higher education. However, there has been little focus on co-teaching from a doctoral student perspective. Drawing on our experiences co-teaching at a large, research-intensive university in Canada, this paper discusses the steps taken to co-design, co-facilitate, and co-assess a graduate level course. We recommend that co-teaching be further explored and implemented in higher education, particularly in doctoral programs, as it provides opportunities to expand personal teaching styles, develop diversified curriculum, build confidence, and take greater risks in the classroom--all of which benefit educators and students alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01