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From Student To Student:

Service. Publication. From Student To Student:. 2006. Teaching. Internships. Service. Publication. This paper focused on only one area — Teaching. From Student To Student: Strategies for Successfully Gaining Graduate Teaching Experience. 2006. Teaching. Internships.

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From Student To Student:

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  1. Service Publication From Student To Student: 2006 Teaching Internships

  2. Service Publication This paper focused on only one area — Teaching From Student To Student: Strategies for Successfully Gaining Graduate Teaching Experience 2006 Teaching Internships

  3. 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.

  4. Research Questions • (1) What strategies do students use for succeeding as graduate teachers? • (2) How do graduate teachers construct and represent their teaching experiences?

  5. 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

  6. Design & Methods Participants • 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)

  7. Design & Methods Researchers as participants • RW — preservice, co-taught graduate • DP — K-12, preservice, co-taught graduate • SW — preservice, co-taught graduate • SP — preservice

  8. Design & Methods Co-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)

  9. 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

  10. Why Teach? 1. To learn 2. To gain experience 3. To further other career goals 4. It’s rewarding

  11. Finding Teaching Opportunities Undergraduate Courses B. Graduate courses C. K-12 D. Workshops E. Anything!

  12. Coping Strategies!

  13. Succeeding: Learning Content Teach yourself Workshops/Tutorials Bring in experts D. Teach your strengths

  14. Succeeding: Learning to Teach Be Creative Involve the learners Seek feedback from students Record yourself Sharon Steal

  15. Narrative Analysis

  16. 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).

  17. Ron: Labov-method of analysis ‘’

  18. 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”

  19. Robert: Disjointed Narrative “They are virtually the same course [with different section numbers]. 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 is an instructional team, and we share ideas, and it’s a supportive 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 that is superior to what I am doing I will incorporate it, adopt it and adapt it to meet my needs.” Did you see the narrative? We didn’t at first either…

  20. Robert: A Clue “I am an artist. I am more intuitive sometimes easy going and a little on the impulsive side.” • We found Robert’s narrative style to be: • disjointed • impulsive • scattered throughout the discussion • reflective

  21. Look again … is there a story? “They are virtually the same course [with different section numbers]. 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 is an instructional team, and we share ideas, and it’s a supportive 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 that is superior to what I am doing I will incorporate it, adopt it and adapt it to meet my needs.”

  22. How Did Robert Construct His Experience? Teamwork, collaboration, and support • “A team approach.” • “I don’t have experience.” • “I am a comfortable teacher.”

  23. 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

  24. Conclusions: What did we learn about our questions? Conclusions: What did we learn about research? 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 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?

  25. Conclusions: What did we learn about our questions? 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. 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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