Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice
Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice
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培养“学生作为学习者和教师”：十年教育合作的经验教训，努力促进包容性和响应性实践
DOI：
10.21100/jeipc.v4i1.746
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
A. Cook‐Sather
中科院分区：
文献类型：
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作者：
A. Cook‐Sather
本案例研究回顾了2007年至2017年期间“学生作为学习者和教师”的教学伙伴关系计划的演变情况。它借鉴了作者十年来指导该计划的经验，描述了该计划的背景、发展步骤、组成部分和评估，并总结了三个经验教训：（1）与学生合作伙伴的持续对话、支持和肯定是必不可少的;（2）接触和支持，而不是疏远，教师可能是一个挑战;以及（3）整个计划的灵活性和演变是关键。
This case study reviews how the pedagogical partnership program ‘Students as Learners and Teachers’ evolved between 2007 and 2017. It draws on the author’s ten years of experience directing the program to describe the context, steps in development, components and assessment of the program as well as to summarise three lessons learnt: (1) continuing dialogue with, support of, and affirmation of student partners is essential; (2) reaching and supporting, rather than alienating, faculty can be a challenge; and (3) flexibility and evolution of the overall program are critical.