[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594684-105":59,"doc-detail-594684-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","the-lived-experiences-of-instructors-co-teaching-in-higher-education-abstract","The Lived Experiences of Instructors Co-teaching in Higher Education - Abstract","","The study examines instructors’ lived experiences of co-teaching in higher education, focusing on how the strength of co-teaching shapes educators’ own teaching practice and rekindles their passion for teaching. Using qualitative research methods, focus group interview data are analyzed to identify elements that support successful co-teaching, factors that affect development and sustainability, and challenges that may lead to relationship breakdown. Four recommendations are derived from both literature and data, with implications for educational development and administrative support.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-lived-experiences-of-instructors-co-teaching-in-higher-education-abstract/594684/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-lived-experiences-of-instructors-co-teaching-in-higher-education-abstract/594684.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of examining instructors’ co-teaching experiences in higher education?","Question",{"text":111,"@type":112},"To identify and examine factors that influence the dynamic nature of the co-teaching relationship, drawing on instructors’ experiences within a professional higher education program.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the article define co-teaching?",{"text":116,"@type":112},"It presents multiple definitions, including collaborative shared work toward outcomes that individuals alone could not achieve, and planning and delivering instruction through an evolving transition of roles.",{"name":118,"@type":109,"acceptedAnswer":119},"Which challenges and factors are analyzed in relation to successful co-teaching?",{"text":120,"@type":112},"The analysis considers elements that influence successful co-teaching, factors impacting the development and sustainability of the relationship, and challenges that must be addressed to avoid breakdown.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594684,1792079635,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Lived Experiences of Instructors Co-teaching in Higher Education  \nJennifer Lock  \nTracey Clancy  \nRita Lisella  \nPatricia Rosenau  \nCarla Ferreira  \nJacqueline Rainsbury  \nUniversity of Calgary, Alberta (Canada)  \nAbstract  \nThe strength of co-teaching informs educators’ understanding oftheir own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a qualitative research design, instructors’focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared. Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.  \nKeywords: Co-teaching, higher education, teaching, learning  \nJennifer Lock is a Professor and the Associate Dean of Teaching and Learning in the Werklund School of Education at the University of Calgary. Her research is in online learning, ICT integration, change and innovation, and educational development in higher education. Email: jvlock@ucalgary.ca  \nTracey Clancy is an instructor in the Faculty of Nursing at the University of Calgary. Her master’s research focused on the phenomenon of uncertainty as an embodied space of transformation for defining clinical teaching practice. Email: tclancy@ucalgary.ca  \nRita Lisella is a retired Instructor in the Faculty of Nursing at the University of Calgary  \nPatricia Rosenau is a retired Senior Instructor and past Associate Dean of Teaching and Learning in the Faculty of Nursing at the University of Calgary. Pat’s research is focused on reflective practice and peer mentorship in nursing education. Email: prosenau@ucalgary.ca  \nCarla Ferreira is an Instructor in the Faculty of Nursing at the University of Calgary. Carla teaches using simulation within the Clinical Simulation Learning Centre within the undergraduate nursing program. mcferrei@ucalgary.ca  \nJacqueline Rainsbury is a research consultant and evaluator with international experience in health services research,  \nevidence-based medicine, and public health. Email: [jacqueline.rainsbury@gmail.com](jacqueline.rainsbury@gmail.com)  \nIn higher education, faculty members are often collaborators in research, but not necessarily collaborators in teaching. Co-teaching that involves simultaneous instruction in one classroom over a semester is not common, as compared to this practice in K-12 educational settings. From the literature (Kerridge, Kyle, & Marks-Maran, 2009; Minardi & Riley, 1991; Shepherd & Ashley, 1979), it is evident that there are advantages to co-teaching that contribute to the richness of the student learning experience. However, studies examining the practice of coteaching in higher education are in the early stages and often report on reflective accounts by faculty members (Seymour & Seymour, 2013) .  \nThe purpose of this article is to identify and examine factors that influence the dynamic nature of the co-teaching relationship from the experience of three instructors within a professional program in higher education. The article begins with a critical review of the literature to examine the nature of co-teaching in higher education and its advantages, challenges, and strategies. A description of the research design and findings are shared with regard to three instructors’experiences and insights into co-teaching with each other through three iterations of an undergraduate nursing course. In conclusion, by drawing on the findings and the literature, four recommendations for practice a","cbCaid7XeXruSfVr","https://ap.wps.com/l/cbCaid7XeXruSfVr","pdf",304816,14,"English","# Abstract\n## Defining Co-teaching\n## Types and Approaches of Co-teaching Practice","[{\"question\":\"What is the purpose of examining instructors’ co-teaching experiences in higher education?\",\"answer\":\"To identify and examine factors that influence the dynamic nature of the co-teaching relationship, drawing on instructors’ experiences within a professional higher education program.\"},{\"question\":\"How does the article define co-teaching?\",\"answer\":\"It presents multiple definitions, including collaborative shared work toward outcomes that individuals alone could not achieve, and planning and delivering instruction through an evolving transition of roles.\"},{\"question\":\"Which challenges and factors are analyzed in relation to successful co-teaching?\",\"answer\":\"The analysis considers elements that influence successful co-teaching, factors impacting the development and sustainability of the relationship, and challenges that must be addressed to avoid breakdown.\"}]","The Lived Experiences of Instructors Co-teaching in Higher Education - Abstract | PDF",35]