Reversing roles: Reflections on being teacher-students in an assessment practice course

Auteurs-es

  • Taylor Lutz College of Coastal Georgia
  • Mary Lou Vercellotti Ball State University

DOI :

https://doi.org/10.15173/ijsap.v6i2.4950

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Références

Cook-Sather, A. (2016). Creating brave spaces within and through student-faculty pedagogical partnerships. Teaching and Learning Together in Higher Education, 1(18), 1–5. http://repository.brynmawr.edu/tlthe/vol1/iss18/1

Freire, P. (2014). Pedagogy of the oppressed: 30th anniversary edition (M. Ramos, Trans.). Bloomsbury. (Original work published 1970)

Ntem, A., & Cook-Sather, A. (2018). Resistances and resiliencies in student-faculty pedagogical partnership. International Journal for Students as Partners, 2(1), 82-96. https://doi.org/10.15173/ijsap.v2i1.3372

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Publié-e

2022-10-18

Comment citer

Lutz, T., & Vercellotti , M. L. (2022). Reversing roles: Reflections on being teacher-students in an assessment practice course. International Journal for Students as Partners, 6(2), 107–113. https://doi.org/10.15173/ijsap.v6i2.4950

Numéro

Vol. 6 No. 2 (2022)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés Taylor Lutz, Mary Lou Vercelotti 2022

Licence Creative Commons

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