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- W2910202238 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." @default.
- W2910202238 created "2019-01-25" @default.
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- W2910202238 date "2019-01-19" @default.
- W2910202238 modified "2023-09-26" @default.
- W2910202238 title "Co-teaching as Teacher Training: Experiential Accounts of Two Doctoral Students" @default.
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- W2910202238 doi "https://doi.org/10.1080/87567555.2018.1558169" @default.
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