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Changing the Way We Teach - Writing and Resistance in the Training of Teaching Assistants (Paperback)
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Changing the Way We Teach - Writing and Resistance in the Training of Teaching Assistants (Paperback)
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"Changing the Way We Teach: Writing and Resistance in the Training
of Teaching Assistants" draws on eighteen case studies to
illustrate the critical role writing plays in overcoming graduate
student resistance to instruction, facilitating change, and
developing professional identity. Sally Barr Ebest argues that
teaching assistants in English must be actively engaged in the
theory and practice underlying composition pedagogy in order to
better understand how to alter the way they teach and why such
change is necessary.
In illustrating the potential for change when the paradigm shift in
composition is applied to graduate education, Ebest considers
recent discussions of composition pedagogy; post-secondary teaching
theories; cognitive, social cognitive, and educational psychology;
and issues of gender, voice, and writing.
Stemming from research conducted over a five-year period, this
volume explores how a cross-section of teaching assistants
responded to pedagogy as students and how their acceptance of
pedagogy affected their performance as instructors. Investigating
reasons behind manifestations of resistance and necessary elements
for overcoming it, Ebest finds that engagement in composition
strategies--reflective writing, journaling, drafting, and active
learning--and restoration of feelings of self-efficacy are the
primary factors that facilitate change.
Concerned with gender as it relates to personal construct,
"Changing the Way We Teach "traces the influence of familial
expectations and the effects of literacy experiences on students
and draws correlations between feminist and composition pedagogy.
Ebest asserts that the phenomena contributing to thedevelopment of
a strong, unified voice in women--self-knowledge, empathy, positive
role models, and mentors--should be essential elements of a
constructivist graduate curriculum.
To understand composition pedagogy and to convince students of its
values, Ebest holds that educators must embrace it themselves and
trace the effects through active research. By providing graduate
students with pedagogical sites for research and reflection,
faculty enable them to express their anger or fear, study its
sources, and quite often write their way to a new understanding.
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