The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Kerry Dobbins, Neil F Adams, Ellen Bishop, Mehman Ismayilli, Martha Papadopoulou, Megan L Phillips, Nadine Tauchner, Elizabeth van Wessem, Joe Watkins

Abstract


Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.


Keywords


Graduate teaching assistants; peer observation; PhD students; professional development; teaching practice

Full Text:

PDF

References


Beaton, F. (2017) ‘Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers.’ International Journal for Academic Development, 22(1), 19-30. Available at: https://doi.org/10.1080/1360144X.2016.1261354 (Accessed: 17 August 2018).

Chadha, D. (2013) ‘Reconceptualising and reframing graduate teaching assistant (GTA) provision for a research-intensive institution.’ Teaching in Higher Education, 18(2), 205-217. Available at: https://doi.org/10.1080/13562517.2012.696537 (Accessed: 15 December 2015).

Chamberlain, J.M., D’Artrey, M. and Rowe, D.A. (2011) ‘Peer observation of teaching: a decoupled process.’ Active Learning in Higher Education, 12(3), 189-201. Available at: https://doi.org/10.1177/1469787411415083 (Accessed: 15 July 2019).

Deshler, J.M. (2015) ‘Using modified lesson study with mathematics post-graduate teaching assistants.’ Research in Mathematics Education, 17(3), 242-243. Available at: https://doi.org/10.1080/14794802.2015.1105757 (Accessed: 17 July 2019).

Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., Stoney, S. and Cottman, C. (2017) ‘Formative observation of teaching: focusing peer assistance on teachers’ developmental goals.’ Assessment and Evaluation in Higher Education, 42(6), 914-929. Available at: https://doi.org/10.1080/02602938.2016.1209733 (Accessed: 15 July 2019).

Engin, M. (2016) Enhancing the status of peer observation through the scholarship of teaching and learning. International Journal for Academic Development, 21(4), 377-382. Available at: https://doi.org/10.1080/1360144X.2016.1225576 (Accessed: 15 July 2019).

Gosling, D. (2002) Models of peer observation of teaching. Available at: https://www.researchgate.net/profile/David-Gosling-4/publication/267687499_Models_of_Peer_Observation_of_Teaching/links/545b64810cf249070a7955d3/Models-of-Peer-Observation-of-Teaching.pdf (Accessed: 16 January 2019).

Hammersley-Fletcher, L. and Orsmond, P. (2005) ‘Reflecting on reflective practices within peer observation.’ Studies in Higher Education, 30(2), 213-224. Available at: https://doi.org/10.1080/03075070500043358 (Accessed: 16 July 2019).

Hendry, G.D., Bell, A. and Thomson, K. (2014) ‘Learning by observing a peer’s teaching situation.’ International Journal for Academic Development, 19(4), 318-329. Available at: https://doi.org/10.1080/1360144X.2013.848806 (Accessed: 16 July 2019).

Howlett, K.M. and Nguyen, H.L. (2020) ‘Autoethnographic reflections of an international

graduate teaching assistant’s co-teaching experiences.’ Journal of International Students, 10(2), 401-419. Available at: https://doi.org/10.32674/jis.v10i2.774 (Accessed: 11 April 2021).

Joyce, A. and Hassenfeldt, T.A. (2020) ‘Utility of a peer teaching mentor to graduate teaching assistants.’ College Teaching, 68(1), 12-19. Available at: https://doi.org/10.1080/87567555.2019.1689906 (Accessed: 11 April 2021).

Lampley, S.A., Gardner, G.E. and Barlow, A.T. (2018) ‘Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study.’ Teaching in Higher Education, 23(4), 468-487. Available at: https://doi.org/10.1080/13562517.2017.1414786 (Accessed: 11 April 2021).

Lockwood, S.A., Miller, A.J. and Cromie, M.M. (2014) ‘Preparing future Biology faculty:

an advanced professional development program for graduate students.’ The American Biology Teacher, 76(1), 17-21. Available at: https://doi.org/10.1525/abt.2014.76.1.5 (Accessed: 11 April 2021).

Lueddeke, G.R. (1997) ‘Training postgraduates for teaching: considerations for programme planning and development.’ Teaching in Higher Education, 2(2), 141-151. Available at: https://doi.org/10.1080/1356251970020204 (Accessed: 30 December 2015).

McMahon, T., Barrett, T. and O’Neill, G. (2007) ‘Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions.’ Teaching in Higher Education, 12(4), 499-511. Available at: https://doi.org/10.1080/13562510701415607 (Accessed: 16 July 2019).

Raaper, R. (2018) ‘Peacekeepers and machine factories: tracing graduate teaching assistant subjectivity in a neoliberalised university.’ British Journal of Sociology of Education, 39(4), 421-435. Available at: https://doi.org/10.1080/01425692.2017.1367269 (Accessed: 16 January 2019).

Race, P. (2009) Using peer observation to enhance teaching. Leeds, UK: Leeds Met Press. ISBN 978-0-9560099-7-5.

Reinholz, D.L. (2017) ‘Not-so-critical friends: graduate student instructors and peer feedback.’ International Journal for the Scholarship of Teaching and Learning, 11(2), Article 10. Available at: https://doi.org/10.20429/ijsotl.2017.110210 (Accessed: 2 July 2019).

Reinholz, D.L., Cox, M. and Croke, R. (2015) ‘Supporting graduate student instructors in calculus.’ International Journal for the Scholarship of Teaching and Learning, 9(2), Article 11. Available at: https://doi.org/10.20429/ijsotl.2015.090211 (Accessed: 2 July 2019).

Sozer, E.M., Zeybekoglu, Z. and Alayli, A. (2019) ‘Examining graduate teaching assistants’ conceptions of and readiness for effective teaching in a non-profit Turkish university.’ Innovations in Education and Teaching International, 56(3), 373-384. Available at: https://doi.org/10.1080/14703297.2018.1453369 (Accessed: 11 April 2021).

Stocks, C. (2018) ‘Supporting graduate teaching assistants’ (GTA) continual professional learning: the benefits of using action learning.’ Journal of Perspectives in Applied Academic Practice, 6(1), 84-90. Available at: https://doi.org/10.14297/jpaap.v6i1.288 (Accessed: 17 July 2019).

Tenenberg, J. (2016) ‘Learning through observing peers in practice.’ Studies in Higher Education, 41(4), 756-773. Available at: https://doi.org/10.1080/03075079.2014.950954 (Accessed: 5 August 2019).

Torres, A.C., Lopes, A., Valente, J.M.S. and Mouraz, A. (2017) ‘What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program.’ Teaching in Higher Education, 22(7), 822-838. Available at: https://doi.org/10.1080/13562517.2017.1301907 (Accessed: 11 January 2019).




DOI: https://doi.org/10.21100/compass.v14i2.1203

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Compass: Journal of Learning and Teaching