Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice

Alison Cook-Sather

Abstract


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.


Keywords


Pedagogical Partnership; Inclusive and Responsive Practice

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References


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DOI: http://dx.doi.org/10.21100/jeipc.v4i1.746

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