Learning To Teach: Graduate Assistants' Expedition Into Teaching Teachers

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.