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Graduate Teaching Assistant Language Teacher Identity Development: Asserting Agency Through Pedagogical Struggles
Sun, April 24, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Division Virtual Rooms, Division J - Section 4: Faculty, Curriculum, and Teaching Virtual Roundtable Session RoomAbstract
Language teachers develop language teacher identities (LTIs) by enacting the identity of the teacher they are or aspire to become. While K-12 LTI research is well-established, another group of teachers have not been investigated despite teaching the majority of post-secondary world language courses: graduate teaching assistants (GTAs). This study utilized an observation- and interview-based qualitative methodology to investigate the LTI development of GTAs who taught German courses at a large, public, R1 institution. The findings of the study demonstrate that GTAs possess diverse pedagogical opinions, are influenced by previous L2 learning, and wrestle with identity-related issues while teaching similar to their K-12 counterparts. These findings have implications related to the training of GTAs and the knowledge base of LTI research.