You Learn When You Teach: A Narrative Pedagogy for Faculty and Graduate Teaching Assistants
Location
DeSantis Room 1053
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 9:15 AM
End Date
15-1-2020 9:35 AM
Abstract
The abstract from the article accepted for publication in TQR is included below. The presenting authors will discuss the study’s purpose, methodology, findings, and resulting recommendations for doctoral nursing programs.
The purpose of the 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.
Keywords
Narrative Pedagogy, Doctoral Education, Graduate Teaching Assistants, Mentoring
You Learn When You Teach: A Narrative Pedagogy for Faculty and Graduate Teaching Assistants
DeSantis Room 1053
The abstract from the article accepted for publication in TQR is included below. The presenting authors will discuss the study’s purpose, methodology, findings, and resulting recommendations for doctoral nursing programs.
The purpose of the 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.