An Instructional Model to Support Graduate Student Professional Identity Formation

• In Event: Challenging Normative Discourses About Learning and Development in Postsecondary Education

Abstract

Historically, graduate education’s goal was to prepare future academics. However, the reality is that many graduate students (GSs) go on to non-academic careers. It is therefore essential to prepare scholars with a strong professional identity rather than preparing them for specific careers. Consequently, we crafted an instructional model designed to support the cultivation of GS professional identity via disciplinary stewardship. In this, GSs transform their knowledge by teaching teacher candidates, and they, in turn, use this content knowledge to teach brief elementary science lessons. After three iterations, data indicate our model supports GSs in considering how their field contributes to society, how to communicate big disciplinary ideas to those outside their field, and solidifies their commitment to their field.

Authors

• Julianne A. Wenner, Clemson University

• Paul J Simmonds, Boise State University

• Megan Frary, Boise State University

• Donna Llewellyn, Boise State University