The Impact of a Teaching Peer Support Group on Doctoral Student Instructors: A Collaborative Autoethnography.
Saved in:
| Title: | The Impact of a Teaching Peer Support Group on Doctoral Student Instructors: A Collaborative Autoethnography. |
|---|---|
| Authors: | Hall-Faul, Madri (AUTHOR), Dubuque-Gallo, Cindy (AUTHOR), Felten, Grace (AUTHOR), Vasquez Reyes, Maritza (AUTHOR) |
| Source: | Journal of Social Work Education. Winter2026, Vol. 62 Issue 1, p54-68. 15p. |
| Subjects: | Support groups, Social workers, Qualitative research, Doctoral programs, Affinity groups, Ethnology research, Educational outcomes, Universities & colleges, Social work education, Teaching methods, College teachers, Reflection (Philosophy), Mentoring, Experience, Students, Thematic analysis, Medical coding, Learning strategies, Social isolation, COVID-19 pandemic, Experiential learning |
| Geographic Terms: | New England |
| Abstract: | Social work doctoral education is centered on preparing students for research and publication. Most doctoral students, however, will have some responsibility for teaching during their time in PhD programs, and preparation for this role varies widely between programs. Many programs offer limited opportunities for doctoral students to practice the tenets of experiential learning theory, where they reflect, think, and act on their teaching practice to develop the related competency. This collaborative autoethnography examines the effect of a peer support group for doctoral student adjuncts at a large public university in the Northeastern United States during the spring 2021 semester. We reflect on our experience in the group: its effect on our teaching, the gaps it filled in our learning, and its effect on the isolation we felt during the ongoing COVID-19 pandemic. We coded and analyzed our personal reflections, which elicited three themes: isolation, support and camaraderie, and pedagogical reflexivity. We end with a discussion relating these themes to the literature and implications for social work doctoral education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
