Presentation Title
Understanding How Inclusive Teaching Practices Shape Teacher Identiy and Role Identity in Graduate Teaching Assistants
Proposal Format
20-minute Presentation
Track Choices
Best Practices in Diversity, Equity, and Inclusion
Abstract
Each year graduate teaching assistants (GTAs) enter classrooms to teach an increasingly diverse student body. GTAs represent significant cost savings, yet colleges and universities have failed to prepare GTAs for teaching diverse audiences. Role identity and teacher identity play an essential role in GTAs' understanding of themselves as teachers. Role identity helps clarify expectations for GTAs in their instructional roles, and teacher identity impacts critical aspects of their teaching practices. GTAs must be prepared to instruct students of diverse backgrounds. No empirical studies have considered role identity, teacher identity, and inclusive teaching practices related to GTAs. A model derived from a constructivist grounded theory study will be presented.
Keywords
graduate teaching assistants, constructivist grounded theory, inclusive teaching
Speaker Bio
Jenn Marshall Shinaberger is the director of the Office of Professional Development in the Center for Professional Development and Academic Technology at Coastal Carolina University. She has spent most of her career in higher education as a faculty developer. She has presented at international, national, and regional teaching and learning conferences such as POD Network, Lilly Conferences on Teaching and Learning, and the South Carolina Conference on Innovative Teaching and Learning (SCCITL). She is a doctoral candidate in higher education administration at Spadoni College of Education and Social Sciences at Coastal Carolina University.
Understanding How Inclusive Teaching Practices Shape Teacher Identiy and Role Identity in Graduate Teaching Assistants
Penny Hall, 201
Each year graduate teaching assistants (GTAs) enter classrooms to teach an increasingly diverse student body. GTAs represent significant cost savings, yet colleges and universities have failed to prepare GTAs for teaching diverse audiences. Role identity and teacher identity play an essential role in GTAs' understanding of themselves as teachers. Role identity helps clarify expectations for GTAs in their instructional roles, and teacher identity impacts critical aspects of their teaching practices. GTAs must be prepared to instruct students of diverse backgrounds. No empirical studies have considered role identity, teacher identity, and inclusive teaching practices related to GTAs. A model derived from a constructivist grounded theory study will be presented.