Students and academics in dialogue: Experiences of two Students-as-partners projects in a health and physical education teacher education program

Auteurs-es

  • Jacinta Cross The School of Human Movement and Nutrition Sciences, The University of Queensland
  • Grace Clive The School of Human Movement and Nutrition Sciences, The University of Queensland
  • Leigh Sperka School of Human Movement and Nutrition Sciences, The University of Queensland

DOI :

https://doi.org/10.15173/ijsap.v6i2.4961

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Bibliographies de l'auteur-e

Jacinta Cross, The School of Human Movement and Nutrition Sciences, The University of Queensland

Final Year Bachelor of Health, Sport and Physical Education (Honours) Pre-Service Teacher

Grace Clive, The School of Human Movement and Nutrition Sciences, The University of Queensland

Final Year Bachelor of Health, Sport and Physical Education (Honours) Pre-Service Teacher

Références

Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics. University of Minnesota Press.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching (1st ed.). Wiley.

Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about Students as Partners. International Journal for Students as Partners, 2(2), 1–9. https://doi.org/10.15173/ijsap.v2i2.3790

Enright, E., Coll, L., Ní Chróinín, D., & Fitzpatrick, M. (2017). Student voice as risky praxis: Democratising physical education teacher education. Physical Education and Sport Pedagogy, 22(5), 459–472. https://doi.org/10.1080/17408989.2016.1225031

Enright, E., Williams, B., Sperka, L., & Peucker, K. (2018). Pedagogic rights and the acoustics of health and physical education teacher education: Whose voices are heard? Physical Education and Sport Pedagogy, 23(5), 524–535. https://doi.org/10.1080/17408989.2018.1470616

Matthews, K. E. (2017). Five propositions for genuine Students as Partners practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315

Monsen, S., Cook, S., & Hannant, L. (2017). Students as partners in negotiated assessment in a teacher education course. Teaching and Learning Together in Higher Education, 1(21). https://repository.brynmawr.edu/tlthe/vol1/iss21/2

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Publié-e

2022-10-18

Comment citer

Cross, J., Clive, G., & Sperka, L. (2022). Students and academics in dialogue: Experiences of two Students-as-partners projects in a health and physical education teacher education program. International Journal for Students as Partners, 6(2), 91–98. https://doi.org/10.15173/ijsap.v6i2.4961

Numéro

Vol. 6 No. 2 (2022)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés Jacinta Cross, Grace Clive, Leigh Sperka 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).