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ERIC Number: EJ946138
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-1812-9129
Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
Wise, Alyssa
International Journal of Teaching and Learning in Higher Education, v23 n2 p135-149 2011
Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future faculty. In this study, the supportive teaching communications of two GTAs at a large research university were examined as qualitative case studies. Social network analysis was used as a theoretical lens to construct teaching communication network diagrams based on interview data from the GTAs and their communication partners. Results indicated the importance of relationships that were multi-stranded, reciprocal, and enduring; they also indicated that "information sharing" may have provided a foundation for other types of helping behaviors. Participants discussed improving teaching as a personal rather than professional interest and described socio-emotional support as playing an important role. Based on these findings, suggestions are made about how universities can use "catalyst" events to support informal teaching communications among future faculty. (Contains 1 table and 2 figures.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States