Abstract
Large-enrollment courses present structural challenges to inclusive and relational pedagogy, particularly when instructional labor is shared across teaching teams that include graduate teaching assistants (GTAs). This study examines inclusive teaching as a communicative and practical process enacted through co-education, the coordinated instructional work of faculty and GTAs. Using a diary-based reflexive design, four doctoral GTAs contributed teaching journals across one semester of an undergraduate Communication Theory course. Reflexive thematic analysis identified four themes: collaborative course design, communication as pedagogical infrastructure, equitable assessment, and reflexive care. The study offers the Co-Educators Framework as an illustrative account of how shared, communicative pedagogical labor may support inclusive teaching in team-taught courses. Implications are offered for GTA development and communication pedagogy.
DOI
10.31446/JCP.2026.1.04
Author ORCID Identifier
Divya S.: 0000-0001-6565-7335
Man Luo: 0009-0007-1077-8149
Jisha Jacob: 0009-0001-9562-0717
Shahla Shahnaz Dyuti: 0009-0003-7985-1982
Recommended Citation
S., D., Luo, M., Jacob, J., Dyuti, S. S., & Main, V. M. (2026). The Co-Educators Framework: An illustrative account of shared pedagogical practice and inclusive teaching in a large-enrollment communication course. Journal of Communication Pedagogy, 10, 37–55. https://doi.org/10.31446/JCP.2026.1.04
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Social and Behavioral Sciences Commons
