Background/Purpose
Graduate teaching assistants (GTAs) have long served a critical role as lead instructors of college and university instructional physical activity program (C/UIPAP) courses. However, very little attention has been paid to how best to support their immediate teaching responsibilities and overall development as effective instructors. This ethnographic case-study examined the perceptions and impact of using GTA-generated case studies as a means to facilitate the pedagogical development and evaluation of two cohorts of novice GTAs (n = 23).
Method
Researchers used traditional qualitative data collection and analysis techniques for this study. Specifically, semi-structured interviews, journals and course-work were utilized to gain an understanding of the participants' perspectives. Moreover, qualitative data analysis techniques included developing content analysis of submitted case studies, coding categories, analytic induction techniques and theme development.
Analysis/Results
Results indicate that using the case studies method benefitted the GTAs in multiple ways including: a) exposure to a greater range of common instructional issues and concerns, b) gaining a deeper understanding of the connection between policy, instructional design, and student learning experiences, c) providing a forum for constructive dialogues about teaching and learning and d) facilitating an awareness of the dissonance between perceived pedagogical practices and actual learning impact.
Conclusions
In conclusion, the dissemination of these findings will lead to further discussion among graduate program administrators regarding the proper conceptualization of GTA instructional development and support processes. Specifically, processes must be developed, implemented, and evaluated which will assist GTAs in their immediate pedagogical development as C/UIPAP instructors and as future members of the professoriate.
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