Graduate Students as Independent Instructors

Seven Things to Know about Teaching Your Own Course while in Graduate School

Datos Bibliográficos

ID12377617
AutoresEdward M Burmila, Edward Burmila (0000-0003-4473-7955, autor de correspondencia)
Año2010
Volumen43
Número3
Páginas557-560
Fecha de publicación2010-06-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPS Political Science & Politics (JOURNAL)
Identificadores de la revistaISSN: 1049-0965 • E-ISSN: 1537-5935
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096510000806
OpenAlexW2113630309
IdiomaEN
Citas recibidas1
Referencias citadas22

Despite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al., Change 31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer

Coursework · Graduate students · Mathematics education · Medical education · Pedagogy · Perception · Quality (philosophy · Accounting Education and Careers · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education