Humanities in Collaboration: Mentored Teaching Experiences among Humanities Graduate Students
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| Title: | Humanities in Collaboration: Mentored Teaching Experiences among Humanities Graduate Students |
|---|---|
| Language: | English |
| Authors: | Nathan B. Kruse (ORCID |
| Source: | Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2024 23(3):191-213. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Graduate Students, Humanities, Social Sciences, Humanistic Education, College School Cooperation, Community Colleges, Private Colleges, Research Universities, Student Experience, Teacher Placement, Student Attitudes, Mentors, Teaching Experience, Professional Identity, Goal Orientation, College Instruction |
| Geographic Terms: | Ohio (Cleveland) |
| DOI: | 10.1177/14740222231213971 |
| ISSN: | 1474-0222 1741-265X |
| Abstract: | Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants' teacher identity and how a mentored teaching experience shaped participants' future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students' professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428581 |
| Database: | ERIC |
| Abstract: | Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants' teacher identity and how a mentored teaching experience shaped participants' future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students' professional development. |
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| ISSN: | 1474-0222 1741-265X |
| DOI: | 10.1177/14740222231213971 |
