Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

Muriel Gallego

doi:10.14434/josotl.v14i2.4218

Abstract

This study explores the outcomes of reflective journaling among novice Graduate Teaching Assistants during the initial stages of their professional development. It seeks to establish whether there were common concerns addressed in their journals and if different levels of reflection were achieved. By means of content analysis of 177 entries, nine common themes were identified. Among these, “methodology” and “classroom management” were the most prevalent. Three degrees of reflection were used to categorize the entries. Slightly over half of the entries achieved high levels of reflection, whereas 49% of the entries did not. Recommendations for teacher educators and facilitators of the professional development of graduate students are provided.

Highlights

Despite efforts to implement training opportunities at American universities, Graduate Teaching Assistants (GTAs) still carry out their teaching appointments with an evident lack of preparation (Boyd & Boyd, 2005; Hardré, 2005)
This study explores reflective journaling among novice GTAs as a mean to enhance reflective teaching practices and seeks to establish whether there were common concerns addressed in their journals and if different levels of reflectivity (Lee, 2005) were achieved
Results show that GTAs were able to engage in reflection and that guiding questions are not essential to achieve deeper levels of reflectivity since almost half of the entries were categorized as R2 (Rationalization level) or R3 (Reflectivity level) or a combination of two levels of reflection: R1+R2 (8%) and R2+R3 (7%)

Summary

Introduction

Despite efforts to implement training opportunities at American universities, Graduate Teaching Assistants (GTAs) still carry out their teaching appointments with an evident lack of preparation (Boyd & Boyd, 2005; Hardré, 2005). Implementing techniques that promote reflective teaching plays an important role in the development of novice teachers. It can have a positive impact in the professional growth of graduate students in faculty-like positions, which has a twofold effect. It contributes to enhancing the quality of education received by undergraduate students and better prepares the future professoriate. While teacher-training programs often require journaling during the student-teaching period, it is commonly assigned during classes taken before embarking on the teaching appointment (Numrich, 1996; Kaur & Kaur, 2010). “In-service journals” can include self-studies and journaling of a volunteer nature, as opposed to journaling as a requirement for a class or a program (Genc, 2010; Jeffrey, 2007; Porto, 2008)

Methods

Results

Conclusion