ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1531156
This article is part of the Research TopicEmpowerment Through Education Innovative Interventions for Higher Education StudentsView all 22 articles
Co-Teaching as a Way to Model for Scholarly Interactions and the Acceptance of Limits to Knowledge
Provisionally accepted
- 1University of Toronto Mississauga, Mississauga, Canada
- 2Toronto Metropolitan University, Toronto, Ontario, Canada
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Co-teaching has been shown to be an effective instructional tool in a range of academic settings. In this contribution, we are extending the list of benefits. Using quantitative and qualitative approaches, we assessed the impact of a co-taught, interdisciplinary course on students' perception of their own role as scholars, and on how students interact with their peers and their instructors in the classroom. Students clearly perceived and appreciated the benefits of having two professors from two different disciplines teaching an interdisciplinary course. They also paid close attention to the interaction between the instructors, noting that they rarely see scholars question or correct each other. Students recognized that there are limits to any scholar's knowledge, and that it is normal for researchers to ask questions of one another. Importantly, they came to see interactions between co-teachers as a model for their own role and behavior as scholars, and they took an acceptance of limits to knowledge with them beyond this one co-taught course.
Keywords: Co-teaching, Inter-disciplinary courses, scholarly communication, University teaching and learning, critical thinking (skills), Teacher and learner roles, Transferrable skills
Received: 19 Nov 2024; Accepted: 15 Sep 2025.
Copyright: © 2025 Richter, Dubroy-Mcardle and Cowan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Christoph Richter, christoph.richter@utoronto.ca
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