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Article
Students and Faculty as Co-Teachers: Processes of Self-Efficacy and Educational Empowerment
Journal of Baccalaureate Social Work
  • Marceline M. Lazzari, University of Washington Tacoma
  • Nancy A. Banman
  • Robert L. Jackson
Publication Date
10-1-1996
Document Type
Article
Abstract
When students and faculty share teaching roles and responsibilities, an innovative and challenging learning environment emerges. This paper presents findings from a qualitative research study that sought to explicate the meaning of co-teaching from the perspectives of student co-teachers. Thirty-six undergraduate social work students were interviewed. Student co-teachers reported that their social work education, knowledge, values, and skills were positively affected and their relationships with faculty and students enhanced. The data hold relevance for all social work educators who are interested in creating learning opportunities that more closely replicate the world of practice. In so doing, it appears that processes of self-efficacy and educational empowerment become reciprocally engaged and result in personal/professional experiences that expand the boundaries of traditional educational approaches.
DOI
10.18084/1084-7219.2.1.133
Version
no SHERPA/RoMEO policy available
Disciplines
Citation Information
Marceline M. Lazzari, Nancy A. Banman and Robert L. Jackson. "Students and Faculty as Co-Teachers: Processes of Self-Efficacy and Educational Empowerment" Journal of Baccalaureate Social Work Vol. 2 Iss. 1 (1996) p. 133 - 150
Available at: http://works.bepress.com/marceline-lazzari/7/