The Sociology Teaching Fellowship: A Mentorship Model for Graduate Student Teacher Training

2018 ◽  
Vol 46 (4) ◽  
pp. 335-345 ◽  
Author(s):  
Nathan Innocente ◽  
Jayne Baker
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Student Teacher ◽  
Group Training ◽  
Teaching Practicum ◽  
Teaching Fellows ◽  
Faculty Mentor

Scholars have long emphasized the importance of teacher training in higher education, including in sociology. Such calls have led to modest improvements in opportunities for graduate students to develop teaching-related skills and experience. However, many of these opportunities are not specific to sociology and may lack a teaching component. In this paper, we outline a teaching fellowship model for graduate student teacher training that integrates group training sessions, peer collaboration, and a teaching practicum component under the guidance of a faculty mentor. In the fellowship, graduate student teaching fellows receive a stipend for sharing the development and teaching of an undergraduate course, with supports and feedback throughout. We include data from post-fellowship questionnaires and follow-up data from fellows who went on to teach their own courses to highlight the strengths of the program. The data indicate that the fellowship is an overwhelmingly positive experience for graduate students.

scholarly journals Competencias Del Alumnado Formado En La Escuela De Formación De Profesorado: Una Investigación Reflexiva En El Contexto De Formación Inicial Docente

2017 ◽  
Vol 13 (7) ◽  
pp. 68
Author(s):  
Maria Do Céu Pereira Antunes Da Silva ◽  
José Antonio Marín Marín ◽  
Esther Garzón Artacho
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Student ◽  
Student Teacher ◽  
Teaching Practice ◽  
Descriptive Study ◽  
Teaching Profession ◽  
Ministry Of Education ◽  
Teacher Training College ◽  
And Performance

This work was supported by the teaching practice. In it, we try to reflect on the output profile of the graduate student Teacher Training College. The article presented here includes a summary of the relevant aspects collected from a descriptive study, by applying a questionnaire to the student trainees. We conducted interviews with the governing body and some teachers. In order to talk about the profile it was necessary to analyse carefully the beliefs, opinions and performance of teaching, based on the following issue: will the students trained in Teacher Training College have an ideal output profile capable of exercise with pedagogical mastery the teaching profession? We have formulated the following general and specific objectives. General: To reflect on the output profile and the needs of the training offer that graduate students from T.T.C receive in terms of quality, skills, adaptation, and the different requirements on the models required by the Ministry of Education.

Choosing a field: How graduate student choices of field sites reflect different ideas of 'real' anthropology in Colombia and the United States

2012 ◽  
Vol 5 (1) ◽  
pp. 10-31
Author(s):  
Laura Macía
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Student ◽  
Cultural Anthropology ◽  
The United States ◽  
University Of Pittsburgh ◽  
The University ◽  
Do So ◽  
Proper Field

This paper examines the decisions and motivations of graduate students in cultural anthropology when defining the field sites and topics of their final projects. The decisions among students at the Universidad de los Andes in Colombia are contrasted with those at the University of Pittsburgh in the United States. A review of recent final projects in both universities was conducted, along with a survey and some follow-up questions with students in both institutions. A main difference found is that students at los Andes are more willing to do applied fieldwork at 'home', while students at Pittsburgh are far more reluctant to do so and prefer to go to distant fields. This distinction is partly explained by the histories of the anthropologies practised in each locale, and of what have been considered 'proper' field sites in cultural anthropology. In particular, a vision of anthropology as an applied enterprise emerged at different historical moments in these two geo-political locations, and those visions are associated with quite different, opposed values today.

Do Graduate Student Teacher Training Courses Affect Placement Rates?

2014 ◽  
Vol 10 (3) ◽  
pp. 273-283 ◽  
Author(s):  
John Ishiyama ◽  
Christine Balarezo ◽  
Tom Miles
Keyword(s):  
Teacher Training ◽  
Graduate Student ◽  
Student Teacher ◽  
Training Courses

Graduate Student Teacher Training

2015 ◽  
Vol 43 (2) ◽  
pp. 126-136 ◽  
Author(s):  
David D. Blouin ◽  
Alison R. Moss
Keyword(s):  
Teacher Training ◽  
Graduate Student ◽  
Student Teacher

scholarly journals Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

2015 ◽  
Vol 45 (3) ◽  
pp. 15-33
Author(s):  
Meagan A. C. Troop ◽  
Lauren E. Wallar ◽  
Erin Aspenlieder
Keyword(s):  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Self Efficacy ◽  
Research Question ◽  
Individual Interviews ◽  
Development Programming ◽  
Vital Component ◽  
The University

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.  

scholarly journals Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics

2013 ◽  
Vol 43 (1) ◽  
pp. 100-114
Author(s):  
Jennifer S. Boman
Keyword(s):  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Public Speaking ◽  
International Graduate Students ◽  
Cultural Backgrounds ◽  
Teaching Development ◽  
International Graduate ◽  
Effectiveness Of Training ◽  
Teaching Responsibilities

In recent years, much attention has been given to the need for more empirical research to evaluate training programs that help prepare graduate students for their current and future teaching responsibilities. The present study investigated the effectiveness of a training workshop for graduate students who had varying levels of experience and diverse cultural backgrounds. Results indicated that over the course of training participants significantly increased their self-efficacy and effective teaching behaviours and decreased their public speaking apprehension. Although participants with varying levels of experience as well as participants with Canadian and international backgrounds benefited from the program, the results highlighted the need for additional teaching development opportunities for international graduate students.  

Resisting the “Tyranny of an Expert”

2020 ◽  
pp. 43-60
Author(s):  
Jennifer Adele Morrison ◽  
Jeong-Hee Kim
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Research Process ◽  
Engaged Scholarship ◽  
Faculty Mentor ◽  
Indigenous Ways Of Knowing ◽  
Community Engaged Scholarship

As more and more universities push for engaged scholarship following Boyer's mandate, it is paramount that faculty and graduate students consider what community-engaged scholarship means in general as well as what it means to develop as reflexive researchers who are fully-engaged partners in the research process, especially when working with Indigenous communities. The purpose of this chapter is to document how a graduate student works on her Bildung of becoming an engaged scholar, fostered by her faculty mentor. In so doing, the researchers aim to affirm Indigenous ways of knowing and researching and further question what it means to be a community-engaged scholar.

The Minnesota graduate student teaching practicum

1984 ◽  
Vol 13 (2) ◽  
pp. 126-129
Author(s):  
J. M. Hanft ◽  
J. G. Lauer ◽  
S. R. Simmons
Keyword(s):  
Student Teaching ◽  
Graduate Student ◽  
Teaching Practicum

Addressing the Leaking Pipeline: Supporting Disabled Graduate Student Teachers in Psychology

2021 ◽  
pp. 009862832110364
Author(s):  
Emily M. Lund
Keyword(s):  
Graduate Students ◽  
Student Teachers ◽  
Students With Disabilities ◽  
Student Teaching ◽  
Graduate Student ◽  
Graduate Training ◽  
Teaching Experience ◽  
Psychology Programs ◽  
Psychology Trainees ◽  
Psychology Faculty

Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review: I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications: I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion: By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities.

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