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Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editor-in-Chief
Yunus Söylet

Editors
Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
 
 
Deomed Publishing
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Volume 3, Issue 3, December 2013,
Page(s): 129-141
Empirical Research
Received: July 11, 2013; Accepted: October 30, 2013; Published online: December 30, 2013
doi:10.2399/yod.13.020; Copyright © 2013, Deomed
Learning to Teach: Graduate Assistants’ Expedition into Teaching Teachers
Sevgi Aydın1(E-mail), Deborah L. Hanuscin2
1Secondary Science and Math. Education Department, Faculty of Education, Yüzüncü Yıl University, Van, Turkey, 2College of Education, University of Missouri, Columbia, MO, USA
Abstract
Recently, the educational community has realized the vital role of graduate assistants (GAs) in the learning of undergraduate students; however, developing teaching expertise is often an overlooked component of graduate programs. In this qualitative case study, we used Situated Learning Theory to examine GAs “expedition” of learning to teach teacher candidates. Twelve GAs studying for a PhD in the science and mathematics department for secondary education participated in the study. Data was collected by semi-structured interviews. A deductive approach was utilized to analyze data to get GAs’ common views of the context, people, and tools that helped them learn to teach. Results showed that GAs’ experience for learning to teach was associated with both their PhD program and work environment. Experienced GAs were role model for beginner GAs. The support of advisors’ on learning to teach was found to be insufficient. Instructors in the PhD and undergraduate programs, as well as other experienced GAs, supported the experience of new GAs for learning to teach. Theses, books, and articles also provided examples of good teaching. Experienced GAs had a richer list of sources and strategies of how to use them as a source for learning to teach whereas novice GAs have a tendency to imitate experienced ones. This work further highlights the need for formal education for learning to teach in graduate programs, as well as mentoring by experienced teacher educators.
Keywords: Doctoral education, graduate teaching assistants, teacher education, and situated learning.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2020, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.