Title
You Learn When You Teach: Faculty Learning by Teaching with Doctoral-Level Student Teaching Assistants
Location
1049
Format Type
Plenary
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
Aim: The purpose of this study was to understand the meaning of online co-teaching qualitative and gerontological research courses for doctoral faculty teaching with graduate teaching assistants (TAs).
Background: Narrative pedagogy underpinned the inquiry, which was designed to find the meaning of teaching with graduate TAs.
Method: The faculty member and TAs used interpretive phenomenology. They kept concurrent weekly journals or after-the-fact written reflections about their experiences co-teaching two doctoral courses online. They analyzed narratives through a five-phase process identifying lines of inquiry, central concerns, exemplars, shared meanings, and paradigm cases which supported the overall interpretation
Results: The overall interpretation, “You Learn When You Teach,” represents the faculty member’s improved teaching skills and curriculum find-tuning through collaborating with TAs.
Conclusion: Mentorship designed for nursing faculty preparation programs also has benefits for faculty. Recommendations for improving faculty’s skills, besides ensuring success of doctoral nursing students’ development as professional nurse scholars, include requiring mentoring TAs as faculty practice, and TA practica as part of nursing doctoral programs; and frameworks such as narrative pedagogy to ensure meaningful collaboration during co-teaching.
Keywords
teaching mentoring; qualitative doctoral courses, interpretive phenomenology, narrative pedagogy
You Learn When You Teach: Faculty Learning by Teaching with Doctoral-Level Student Teaching Assistants
1049
Aim: The purpose of this study was to understand the meaning of online co-teaching qualitative and gerontological research courses for doctoral faculty teaching with graduate teaching assistants (TAs).
Background: Narrative pedagogy underpinned the inquiry, which was designed to find the meaning of teaching with graduate TAs.
Method: The faculty member and TAs used interpretive phenomenology. They kept concurrent weekly journals or after-the-fact written reflections about their experiences co-teaching two doctoral courses online. They analyzed narratives through a five-phase process identifying lines of inquiry, central concerns, exemplars, shared meanings, and paradigm cases which supported the overall interpretation
Results: The overall interpretation, “You Learn When You Teach,” represents the faculty member’s improved teaching skills and curriculum find-tuning through collaborating with TAs.
Conclusion: Mentorship designed for nursing faculty preparation programs also has benefits for faculty. Recommendations for improving faculty’s skills, besides ensuring success of doctoral nursing students’ development as professional nurse scholars, include requiring mentoring TAs as faculty practice, and TA practica as part of nursing doctoral programs; and frameworks such as narrative pedagogy to ensure meaningful collaboration during co-teaching.
Comments
The faculty member presenter and four teaching assistants presented a similar topic but focused on student experiences at a nursing research scientific conference, and are revising a manuscript for publication. This paper will focus on the faculty member's meaning of her experience co-teaching with doctoral students.