Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/50861
Title: Modeling Co-Teaching to Inform Professional Practice
Authors: Clancy, Tracey L.
Rosenau, Patricia
Ferreira, Carla
Lock, Jennifer
Rainsbury, Jacqueline
Keywords: Co-teaching;Professional practice;Leadership
Issue Date: Jun-2015
Citation: Clancy, T.L., Rosenau, P., Ferreira, C., Lock, J., Rainsbury, J. "Modeling Co-Teaching to Inform Professional Practice" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 72-81. Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: Co-teaching in higher education provides an environment conducive to developing leadership capacity in undergraduate nursing students. A mixed method research design was developed to explore how the complexity of the co-teaching experience influences leadership development of nursing students enrolled in the ‘Nurse as Educator’ course. The inquiry was guided by the question, what impact does co-teaching in a nurse education course have on the development of leadership in professional practice? Initial findings from the first of research are shared in relation to examining attributes of co-teaching, strengths and challenges, as well as how the experience of co-teaching has influenced student understanding of leadership in professional practice.
URI: http://hdl.handle.net/1880/50861
ISBN: 978-0-88953-384-4
Appears in Collections:IDEAS 2015: Designing Responsive Pedagogy

Files in This Item:
File Description SizeFormat 
8 Modeling - Clancy et al.pdf349.9 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.