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

Jerusha Conner, Gwendolyn Vary

Full Text:

Reflective Piece

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.




DOI: https://doi.org/10.15173/ijsap.v1i1.3179


Jerusha Conner
Villanova University
United States

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
United States

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.