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October 3, 2025Frontiers in EducationOpen Access

Co-teaching as a model for scholarly interactions and the acceptance of limits to knowledge

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Authors

CRChristoph RichterCDCéline Dubroy-McArdleMCMairi Cowan

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Overview

Quantitative and qualitative assessment reveals co-teaching fosters student engagement and understanding of knowledge limitations.

Key Points

  • Students recognized co-teaching enhances their understanding of scholarly interactions and knowledge limits.
  • The interdisciplinary approach allowed students to appreciate diverse perspectives from two professors.
  • This study utilized both quantitative and qualitative methods to assess student perceptions in a co-taught course.
  • Understanding limits to knowledge may improve future scholarly interactions for students beyond the course.

Cite This Study

Richter et al. (2025) studied this question.

synapsesocial.com/papers/68e040eda99c246f578b347dhttps://doi.org/10.3389/feduc.2025.1531156
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Also Consider

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  4. 4Co-teaching in a Jesuit College: a case study in the humanities2024
  5. 5A Systematic Review of Students’ Views and Experiences in Co-Taught Classrooms2026