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ERIC Number: EJ1034611
Record Type: Journal
Publication Date: 2014-May
Pages: 15
Abstractor: As Provided
Reference Count: 18
ISSN: EISSN-1527-9316
Professional Development of Graduate Teaching Assistants in Faculty-Like Positions: Fostering Reflective Practices through Reflective Teaching Journals
Gallego, Muriel
Journal of the Scholarship of Teaching and Learning, v14 n2 p96-110 May 2014
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A