Confronting Apprenticeships of Observation: How Student-Faculty Pedagogical Partnership Complicates Conceptualization, Understanding, and Practice of Effective Pedagogy

  • Jerusha Conner Villanova University
  • Gwendolyn Vary Bryn Mawr

Author Biographies

Jerusha Conner, Villanova University

Jerusha Conner is an Associate Professor of Education at Villanova University. Her research focuses on youth organizing and activism, student voice in education policy, and student engagement. 

Gwendolyn Vary, Bryn Mawr

Gwendolyn Vary is a history major at Bryn Mawr College, Class of 2017, with a concentration on gender and sexuality and a minor in educational studies.

References

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching and Learning Inquiry, 4(2). Retrieved from http://tlijournal.com/tli/index.php/TLI/article/view/108

Cook-Sather, A., & Motz-Storey, D. (2016). Viewing teaching and learning from a new angle: Student consultants’ perspectives on classroom practice. College Teaching, 64(4), 168-177.

Conner J. (2012). Steps in walking the talk: How working with a student consultant helped me integrate student voice more fully into my pedagogical planning and practice. Teaching and Learning Together in Higher Education, 1(6). Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss6/6/

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Published
2017-05-08
How to Cite
Conner, J., & Vary, G. (2017). Confronting Apprenticeships of Observation: How Student-Faculty Pedagogical Partnership Complicates Conceptualization, Understanding, and Practice of Effective Pedagogy. International Journal for Students As Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3179
Section
Reflective Essays