期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2017
卷号：26
期号：1
页码：22-35
DOI：10.26522/brocked.v26i1.482
出版社：Brock University
摘要：The strength of co-teaching informs educators’ understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a mixed methods research design, instructors’ focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared. Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.
