ABSTRACT

This paper describes a student-faculty partnership that took place in a context of curricular co-creation. Through qualitative analysis of reflections written by both instructors and students, the authors track participants’ perceptions throughout the course of a curriculum design module. This process is characterised by the emergence of ownership and resilience in students, which coincided with an increase in frequency of themes that signalled student frustration and instructor vulnerability. Implications of these findings for student and faculty development are discussed in several different contexts of student-faculty partnerships.

中文翻译：

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理想的困难和师生伙伴关系

摘要

本文描述了在课程共同创造的背景下发生的师生伙伴关系。通过对教师和学生所写反思的定性分析，作者在整个课程设计模块过程中跟踪参与者的看法。这一过程的特点是学生的自主权和复原力的出现，这与表明学生沮丧和教师脆弱性的主题频率增加相吻合。这些发现对学生和教师发展的影响在几个不同的师生伙伴关系背景下进行了讨论。