Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices

Arshavskaya, Ekaterina

doi:10.46504/14201806ar

Cited by 3 publications

(4 citation statements)

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“…A second major line of research on international students has been related to academic success (Curtis et al, 2013), retention (Ashavskaya, 2018), and adjustment (Singh, 2018). Less research has centered on what factors may positively affect socialization and teaching self-efficacy specifically for ITAs (Jia & Aldous Bergerson, 2008).…”

Section: Sense Of Belongingmentioning

confidence: 99%

“…CoPs have been broadly adopted as effective frameworks for change and innovation in higher education, working primarily with faculty and institutional change efforts (Cox & McDonald, 2017;Thompson, 2015;Vescio, Ross, & Adams, 2008). More recently, universities are adopting the tenets of learning communities or CoPs as a way to onboard new faculty and graduate teaching assistants (Richlin & Essington, 2004), and several models exist specifically addressing the orientation of ITAs (Ashavskaya, 2015(Ashavskaya, , 2018Jia & Aldous Bergerson, 2008;Swan et al, 2017). Effective and innovative approaches to ITA development have the potential to improve ITAs' teaching efficacy and also assist with positive socialization into their graduate career.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…20, No. 3, December 2020. josotl.indiana.edu challenging experiences when entering graduate studies in the United States (Ashavskaya, 2018). These challenges include navigating socialization into graduate education (Jia & Aldous Bergerson, 2008;Strayhorn, 2012), classroom management (Ashavskaya, 2015), and linguistic, social, and cultural issues (Ashavskaya, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…They found that the specialized program was more effective in improving not only the ITAs' teaching self-efficacy but also various aspects of their teaching. In a similar targeted approach, Ashavskaya (2018) found that providing ongoing mentoring sessions and reflection had positive impacts on teaching practices for ITAs. A third study discovered that an ITA training program focused on ITA socialization and self-efficacy improved presentation and teaching skills, smoothed the transition into the university, and enhanced cross-cultural learning (Jia & Aldous Bergerson, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Socialization and Teaching Self-Efficacy through a Community of Practice for International Teaching Assistants

Hakkola

Chien

Pelletreau

2020

JoSoTL

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International teaching assistants face unique and often challenging experiences when entering graduate studies in the United States. Challenges include navigating socialization into graduate education, and instructional, linguistic, and social difficulties. Communities of Practice can impart academic knowledge and information to assist with teacher self-efficacy, while simultaneously helping with creating a sense of community for graduate students. This multi-methods case study examined the impacts of a Community of Practice designed to socialize international teaching assistants and improve teacher self-efficacy. Researchers found that participation in this learning community enhanced teaching self-efficacy, heightened self-confidence, strengthened social relationships, and increased participants’ sense of belonging.

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Section: Sense Of Belongingmentioning

confidence: 99%