Graduate Student Instructors: Exploring Inclusive Pedagogical Techniques and Support Needs for Effective Teaching

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Equity Issues and Instruction (Table 30)

Abstract

This study recruited seven graduate student instructors to participate in a semester-long pedagogy pilot program. The program was designed to help increase competency in inclusive and culturally responsive teaching and provide a supportive space for graduate instructors to navigate teaching difficulties. Through qualitative inquiry, the study examined the participants’ experiences as novice graduate instructors. Three major themes arose (a) the desire for more pedagogical support from departments and the university, (b) varying perceptions of autonomy in their instructor roles, and (c) the evolution and creation of teaching identity. The findings from this study highlight the continued need for universities and departments to support the pedagogical training of graduate instructors, especially when it comes to inclusive and culturally responsive teaching.

Authors

• Ana Guadalupe Vielma, University of Texas at Austin

• Taylor Payne, Rice University