Exploring Teacher Identity Development: Asian Teaching Assistants' Experiences at an American University

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Change Is Constant: On the Dynamic Nature of Teaching and Our Shifting Identities (Table 7)

Abstract

This study explored the teacher identity development of Asian teaching assistants (ATA) at an American university. Qualitative design was used with two semi-structured interviews with each of the three participants. Findings suggest that ATAs were unprepared for the racial diversity and experienced anti-Asian sentiment in the classroom during the pandemic. They were also struggling to make sense of the content due to a lack of systematic training. They constructed their teacher identities through a tough process: from being self-doubting, nervous and frustrated to being comfortable, confident and creative. The findings suggest that universities should pay attention to the preparation of international teaching assistants (ITA) for teaching in a multicultural context.

Authors

• Yangyang Zhu, Purdue University
  Presenting Author

• Janet M. Alsup, Purdue University
  Presenting Author