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ERIC Number: ED384032
Record Type: Non-Journal
Publication Date: 1995-Mar-23
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Training Basic Writing Teachers through Collaboration: Exploring Pedagogies through Performance.
Salvo, Michael J.; Lane, Daniel
A collaborative teaching model that replaces the hierarchical graduate teaching assistant (TA)/tutor structure can be used to train basic writing TAs with a pedagogy that stresses reflection and dialogue. Usually, new graduate students tutor for a semester in Basic Writing classrooms and then later move on to teach their own classes; in this case, however, the tutor or apprentice became a teacher alongside the more experienced TA. The two instructors who developed this model consistently critiqued each other's classroom performances. They understood how and why they were involved in this close professional relationship and so heavily invested in the class. When looking over their pedagogical and structural experiment, one site of negotiation was clearly a winner for both of them. The tutor was clearly interested in computer-mediated communication; the TA was not. However, when the TA agreed to allow the tutor to hold class every Wednesday in the computer room, a number of things were accomplished. The tutor was able to establish an area of expertise; the teaching assistant was able to observe another teaching approach at work. Like many teachers discovering the computer classroom, the TA had only to look at the amount of copy produced in a single period to be convinced of its value. Finally, the two instructors negotiated a system for evaluating portfolios of student writing together. (TB)
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A