Four Corners 3 Teachers Book 138

Assigning an appropriate workload to learners and teachers can be difficult. Too little supervision can cause learners to contribute less and lack ownership (Bergmark and Westman 2016 ; Cook-Sather and Luz 2015 ; Marquis etal. 2017 ; Bovill etal. 2016 ). More supervision can lead to less autonomy and responsibility (Cook-Sather and Luz 2015 ; Marquis etal. 2017 ). Some of the challenges associated with co-creation when there is too much supervision can include: learners fail to contribute or make meaningful contributions, teachers feel too restricted and become frustrated and excessively direct criticism of learners (Cook-Sather and Luz 2015 ; Marquis etal. 2017 ), students begin to avoid discussions and assignments with teachers, their peers, or teachers and start competing with peers or other learners to get their needs and contributions attended to (Seale etal. 2015 ; Marquis etal. 2017 ), teachers become demotivated to continue, and roles and needs become misaligned (Marquis etal. 2017 ). It is important to balance these two characteristics (e.g., ensure that enough time is allocated for teachers and learners, and encourage participation), without imposing too much restriction or too much time investment (Bergmark and Westman 2016 ; Marquis etal. 2017 ).

For educators, it can be challenging to let go of control. Teachers may feel bound by the contents of the instructional materials or may experience a fear of failure. Furthermore, educators may perceive participation in a co-creation process to imply a lack of resources or skills, as well as a higher workload. It is important to acknowledge the fact that participation in co-creation requires a change of behavior and ways of working and reflecting on a large scale.

Teaching is closely tied to educational research, and teacher skill and content area expertise enable teachers to support academic work and co-creation of teaching and learning (Luntain 2014 ). Good quality feedback for teachers is essential to support meaningful learning of students (Luntain 2014 ; Mittler etal. 2012 ). Unresolved problems and failures of teaching give rise to concern, especially if they have negative effects on learners’ satisfaction (Wickstrom and Puderbach 2013 ; Luntain 2014 ). Methods of providing feedback to teachers have been studied, for example by requiring teachers to complete questionnaire surveys and providing non-anonymous feedback (e.g. by using portfolios or formative assessment). The most effective feedback techniques for teachers are delivered in person by an informant, someone who can provide validation of observations and offers constructive criticism of teaching (McKeown etal. 2014 ). Co-creation of feedback can be problematic in the form of uncivilized, but ultimately effective dialogue, where participants respond more to their own feelings of argumentative aggression than to each other’s contributions (Luntain 2014 ).
The teacher-student ratio at the school is high, or the workload of the teacher is high, and a preponderance of working hours may be spent on administrative work. This can make it difficult for teachers to allocate time for planning and assessment activities to support student learning. Involving learners in co-creation of teaching and learning can alleviate this problem, because learners are known to have more time available for undertaking learning activities (Correia etal. 2008 ). The involvement of learners also improves the quality of students’ academic development, leads to a more frequent monitoring and evaluation of learning by students (Luntain etal. 2010 ), and increases student-centered activities (Wickstrom etal. 2011 ).
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