From Student To Student: Publication Service Teaching Internships 2006.
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Transcript of From Student To Student: Publication Service Teaching Internships 2006.
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From Student To Student:
Publication Service
TeachingInternships
2006
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From Student To Student:
Strategies for Successfully Gaining Graduate Teaching Experience
Publication Service
TeachingInternships
2006
This paper focused on only
one area — Teaching
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3-Way Career Mismatch“Doctoral students persist in pursuing careers as
faculty members, and graduate programs persist in preparing them for careers at research universities”
— Golde & Doring, 2001
Research-extensive jobs will be available to only 1/3 of graduates in the hard sciences and only 5-10% of graduates in soft sciences.
— Cage, 1995; Gaff, 2002.
75% of graduate respondents in one survey feel teaching experience is of high importance. Less than 1/2 on another survey feel they are getting that experience.
— Smith and Pedersen-Gallegos 2001; National Association of Graduate and Professional
Students, 2001.
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Research Questions
(1) What strategies do students use for succeeding as graduate teachers?
(2) How do graduate teachers construct and represent their teaching experiences?
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Design & Methods
Researchers:
• 4 researchers — Doctoral students in Instructional Technology at different universities
• All have been teachers (K-12, preservice, or graduate levels)
• Each attempted to sample participants and conduct interviews in each of the four areas
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Design & MethodsParticipants
• Sampled by the researcher, through consultation with faculty members.
• Female, international student (preservice course)
• Male, nontraditional (preservice, adjunct, graduate co-teach)
• Male, master’s student (preservice, alternative)
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Design & MethodsResearchers as participants
• RW — preservice, co-taught graduate
• DP — K-12, preservice, co-taught graduate
• SW — preservice, co-taught graduate
• SP — preservice
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Design & MethodsCo-constructive interviews
• Semi-structured
• Co-constructive with the researcher
• Researchers also reflectively answered interview questions separately
Analysis methods
• Inductive/thematic (to draw out strategies)
• Narrative of 2 cases (to understand their conceptualization of experience)
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Thematic Findings• Codes created and developed through constant comparison
• 115 total codes
• 29 “significant” codes where indicated by two teachers or by one teacher at least 3x
• These significant codes focused on why gaining teaching experience is important, how to find teaching opportunities, and how to succeed as a graduate teacher
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Why Teach?
1. To learn
2. To gain experience
3. To further other career goals
4. It’s rewarding
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Finding Teaching OpportunitiesA. Undergraduate
Courses B. Graduate courses C. K-12D. WorkshopsE. Anything!
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Coping Strategies!
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Succeeding: Learning ContentA. Teach yourself
B. Workshops/Tutorials
C. Bring in experts
D. Teach your strengths
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A. Be CreativeB. Involve the learners C. Seek feedback from studentsD. Record yourselfE. Sharon Steal
Succeeding: Learning to Teach
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Narrative Analysis
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Narrative Analysis: Cases• Cases selected because of depth
and narrative, and because of contrasting themes
• Robert: nontraditional student, taught preservice, as well as co-taught a graduate course, and adjunct at satellite campus
• Ron: Master’s student, K-12 certificate, taught preservice and created other teaching opportunities for himself (K-12 as well as collegiate).
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‘’Ron: Labov-method of analysis RC 0:08:59 Unofficially, the way I u sually end up getting teaching positions is I complain about how it's not being done right and they say, all right, you think you can do better? . . . RC 0:09:06 He asked me to come in and teach 286, an d I had heard nightmares about 286, so I said, I'll come in and teach it, but I will do it my way. I had no idea the explosion of fireworks that were going to happen that semester. It was amazing! And then [new course supervisor] came, and I told him about some of these things, and h e was l ike well, obviously we're not going to just give them a textbook and have them read out the answers and h ave them do it, and it was really cool because he was o n board with that, so I jumped in w ith him on that, . . . so that's kind of how I got into that one.
Abstract Orientation Complication Evaluation Result Coda
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How Did Ron Construct His Experience?Autonomy - creating his own
experiences
• “I will do it my own way.”
• “There you go.”
• “I’ll do the assignments myself”
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Robert: Disjointed Narrative“They are virtually the same course [with
different sectionnumbers]. We teach them in a team approach
with a fulltime coordinator and many TAs. We divide up
the schedule and we support each other. We have
offices inthe same area, which is a good idea. . . .
There is aninstructional team, and we share ideas, and
it’s asupportive environment for teaching. I’ve
really enjoyed that part of my experience.”. . . I have to say
that I haven’thesitated when I see another TA do
something that is superior to what I am doing I will incorporate
it, adopt itand adapt it to meet my needs.”
Did you see the narrative? We didn’t at first either…
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Robert: A Clue“I am an artist. I am more
intuitive sometimes easy going and a
little on theimpulsive side.”We found Robert’s narrative style to be:
• disjointed
• impulsive
• scattered throughout the discussion
• reflective
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Look again … is there a story?“They are virtually the same course [with
different sectionnumbers]. We teach them in a team
approach with a full time coordinator and many TAs. We
divide up the schedule and we support each other.
We have offices in the same area, which is a good idea.
. . . There isan instructional team, and we share ideas,
and it’s asupportive environment for teaching. I’ve
really enjoyed that part of my experience.”. . . I
have to say that I haven’t hesitated when I see another TA do
something thatis superior to what I am doing I will
incorporate it, adopt itand adapt it to meet my needs.”
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How Did Robert Construct His Experience?Teamwork, collaboration, and
support
• “A team approach.”
• “I don’t have experience.”
• “I am a comfortable teacher.”
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Conclusions: What did we learn about our questions?Inductive analysis
• Strategies for finding teaching opportunities, and succeeding as inexperienced teachers
Narrative analysis
• Two students describing their teaching experiences very differently
• But … they also had a lot of agreement
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Conclusions: What did we learn about our questions?
Inductive analysis
• Strategies for finding teaching opportunities, and succeeding as inexperienced teachers
Narrative analysis
• Two students describing their teaching experiences very differently
• But … they also had a lot of agreement
Conclusions: What did we learn about research?Inductive analysis
• Useful for quick answers, but does it really show the depth of the data? How much does context and individuality matter?
Narrative analysis
• What is narrative? Can narrative be discerned from straightforward answers to interview questions?
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Conclusions: What did we learn about our questions?
Inductive analysis
• Strategies for finding teaching opportunities, and succeeding as inexperienced teachers
Narrative analysis
• Two students describing their teaching experiences very differently
• But … they also had a lot of agreement
Acknowledgments
Thank you to
• My collaborators on this project
• Dr. Kathy Roulston (UGA) for reviewing drafts in class and pushing me to do narrative analysis
• Advisors (Drs. Charles Graham & Michael Hannafin) for research mentoring and opportunities for growth.