Teaching Gradually: Practical Pedagogy for Graduate Students, by Graduate Students

Sonst. Personen	Armstrong, Kacie L. (Hrsg.); Genova, Lauren A. (Hrsg.); Greenlee, John Wyatt (Hrsg.); Samuel, Derina S. (Hrsg.)
Titel	Teaching Gradually: Practical Pedagogy for Graduate Students, by Graduate Students
Quelle	(2021), (496 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-64267-160-5
Schlagwörter	Graduate Students; Teaching Methods; Teaching Experience; Authors; Undergraduate Students; Student Attitudes; Private Colleges; State Universities; Best Practices; Learning Processes; Inclusion; Student Evaluation; Self Evaluation (Individuals); Teaching Skills; Beginning Teachers; Higher Education; Teaching Assistants + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Author; Autor; Autorin; Schülerverhalten; Privathochschule; Staatliche Universität; Learning process; Lernprozess; Inklusion; Schulnote; Studentische Bewertung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Junior teacher; Junglehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	"Teaching Gradually" is a guide for anyone new to teaching and learning in higher education. Written "for" graduate student instructors, "by" graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book's intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today's students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training. Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent a broad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors' stories and reflections provide the context to build the reader's confidence in trying new approaches in their his or her teaching. This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching. As a result of engaging with "Teaching Gradually," readers will be able to: (1) Identify best teaching practices to enhance student learning; (2) Develop a plan to implement these strategies in their teaching; (3) Expand their conception of contexts in which teaching and learning can take place; (4) Evaluate and refine their approaches to fostering inclusion in and out of the classroom; (5) Assess student learning and the efficacy of their own teaching practices; and (6) Practice professional self-reflection. [Foreword written by Mathew L. Ouellett.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01