The Circular Model of Collegiate Co-Teaching (Morelock et al., 2017) examines power and authority structures, dynamics of co-teaching relationships, and co-teachers’ perceptions of co-teaching. The model does not include student perceptions, however, and it has not been applied to veteran-novice instructor pairs. The authors conducted a case study to explore the utility of the model with a veteran-novice instructor pair and to consider student perceptions. Twelve undergraduates in a communication course completed surveys, and the instructors kept reflexive journals. Findings confirm the utility of the model. Student perceptions of the benefits and drawbacks of co-teaching suggest that a fourth model component may enhance the understanding of co-teaching.
Journal on Excellence in College Teaching
Harter, A., & Jacobi, L. (2021). Attitudes toward co-teaching in higher education: An exploration of the circular model of collegiate co-teaching. Journal on Excellence in College Teaching, 32(1), 167-186. http://celt.miamioh.edu/ject/issue.php?v=32&n=1
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