Rites of Pedagogical Passage: How Graduate Student Instructors Negotiate the Challenges of First-Time Teaching

Autor/inn/en	Smollin, Leandra M.; Arluke, Arnold
Titel	Rites of Pedagogical Passage: How Graduate Student Instructors Negotiate the Challenges of First-Time Teaching
Quelle	In: Teaching Sociology, 42 (2014) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X13502181
Schlagwörter	Graduate Students; Teaching Experience; Focus Groups; Student Attitudes; Sociology; Anxiety; Social Support Groups; Graduate Study; Novices; Qualitative Research; Professional Development; Time Management; Course Descriptions; Creativity; Social Networks; Departments; Seminars; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Soziologie; Angst; Social support; Soziale Unterstützung; Qualitative Forschung; Zeitmanagement; Kursstrukturplan; Kreativität; Social network; Soziales Netzwerk; Department; Abteilung; Seminar
Abstract	This study examines the dynamics of the first-time teaching experience of graduate instructors, drawing on interview and focus group data from 35 sociology students in a doctoral program at a large university in the United States. Results indicate the majority of graduate instructors felt a great deal of anxiety due to challenges they faced when teaching their own course for the first time: challenges such as feelings of unpreparedness, constant and unremitting time demands, problems with students, a lack of confidence, and insufficient support. Instructors employed a number of informal strategies in attempts to mediate the personal and professional impact of these challenges. Strategies included adjusting expectations, making sacrifices, becoming savvy, and creating informal peer networks that provided social support and increased access to resources. Findings indicate the need for institutional-level changes, including how graduate student teaching is viewed within the discipline and the ways graduate instructors are supported and prepared to teach. This article concludes with specific recommendations for graduate programs and sociology departments of sociology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10