ABS268 - Cultural-historical approaches to graduate teaching assistant preparation, instruction, and identity - Board 18

2.2 Identity and professional learning in new and diverse ecologies
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
The present study responds to a problem in teacher development: why do teachers so often chose to ignore theory about teaching and composition when they teach writing? My study aims to complicate the current emphasis on composition practicums in the field of writing studies and the trope of the resistant teacher by incorporating the activity of mentorship and mediational means teachers employ in order to trace how new GTAs come to learn how to teach and how they become teachers. My focus here is on one participant, Nicole (a pseudonym), and her experiences learning to teach in an English Department in the Midwest.
University of Illinois at Urbana-Champaign
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