Abstract
The teaching partnership can be one means of promoting successful educational innovations that fulfil both short term goals of improved student learning and long term goals of lasting educational change. However, collaboration in itself does not guarantee success. The process through which the collaboration occurs seems to be crucial to the outcomes of the innovation. In this paper, predictions made about the ingredients necessary for successful innovations are informed, in particular, by work on educational change (Hargreaves, 2002) and on the scholarship of teaching in team (Benjamin, 2000). Issues related to collaborative teaching processes within tertiary institutions are exemplified by a case study involving a subject specialist in nursing and a member of a Learning Skills Unit.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the University of Western Sydney Education Research Conference 2003: (Re) Visioning Education |
| Publisher | University of Western Sydney |
| Number of pages | 1 |
| Publication status | Published - 2003 |
| Event | University of Western Sydney Education Research Conference - Duration: 1 Jan 2003 → … |
Conference
| Conference | University of Western Sydney Education Research Conference |
|---|---|
| Period | 1/01/03 → … |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- educational innovations
- educational change
- learning, psychology of
- teaching teams
- collaborative teaching
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