Graduate Student Instructor Communities of Practice: Supporting Learning and Value Creation for Novice Instructors in Higher Education

Autor/in	Nabours, Gina M.
Titel	Graduate Student Instructor Communities of Practice: Supporting Learning and Value Creation for Novice Instructors in Higher Education
Quelle	(2023), (265 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9055-0
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Communities of Practice; Mathematics Education; Statistics Education; Teaching Assistants; Doctoral Students; Undergraduate Students; Faculty Development; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Community; Mathematische Bildung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Schülerverhalten
Abstract	Graduate Student Instructors (GSIs) are an integral part of the higher education system. Their presence causes a substantial impact on undergraduate student learning, making supporting GSI learning and growth as educators a focus of anyone tasked in supervising their instruction and charged with the success of the undergraduates they teach. Numerous studies have focused on a variety of GSI-related factors in an effort to better understand this unique demographic of educators. This study extends this research by using a situated learning framework (Lave and Wenger, 1991) involving communities of practice (CoPs) and value creation (Wenger et al., 2011) to determine the activities and experiences that most influence GSI professional learning, patterns that exist in these activities and experiences, and how they influence value creation within two GSI CoPs. Twenty-nine GSIs studying mathematics, statistics, or mathematics education participated in the study and provided data through multiple surveys and interviews. The GSIs mentioned 71 activities and experiences that were analyzed. The data suggest that supportive interactions significantly influence the professional learning that occurs within a CoP, the intended purpose of the CoP plays a role in the type of value GSIs place on their professional learning within a CoP, and there are distinctions in how first-and second-year GSIs create value for their professional learning within a CoP. I conclude with recommendations for both practitioners and the research community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01