The purpose of this study was to understand the meaning of online co-teaching for PhD faculty and teaching assistants (TAs). Narrative pedagogy underpinned the inquiry, which was designed to advance the discourse on mentorship of PhD future faculty. A faculty member and TA authors kept concurrent weekly journals or after-the-fact written reflections. The authors analyzed data as a team using a five-phase interpretive phenomenological analysis process to interpret the meaning of co-teaching for faculty and TAs. Lines of inquiry, central concerns, exemplars, shared meanings, and paradigm cases supported the overall interpretation, “You Learn When You Teach.” Co-mentorship should be a requirement for nursing faculty preparation programs. Five strategies for ensuring success of PhD nursing students’ development as professional nurse scholars are recommended. Doctoral programs (e.g., PhD; DNP) would benefit from a unified approach to faculty preparation, guided by theories such as narrative pedagogy.
Narrative Pedagogy, Doctoral Education, Graduate Teaching Assistants, Mentoring
Acknowledgement to Dr. Linda R. Phillips with early recommendations on literature review.
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Recommended APA Citation
Acosta, L. A., Overgaard, P. M., Pool, N. M., Renz, S. M., & Crist, J. D. (2019). You Learn When You Teach: A Narrative Pedagogy for Faculty and Doctoral-Level Student Teaching Assistants. The Qualitative Report, 24(11), 2891-2902. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss11/14