Humanities in collaboration
Mentored teaching experiences among humanities graduate students
Bibliographic Data
| ID | 12712987 |
|---|---|
| Authors | Nathan B Kruse (0000-0002-3596-2328, Case Western Reserve University, corresponding author), Kimberly Emmons (0000-0001-8814-7127, Case Western Reserve University), Trista L Powers (Cuyahoga Community College), Derrick L Williams (Cuyahoga Community College), Christine C Wolken (Cuyahoga Community College) |
| Year | 2023 |
| Volume | 23 |
| Issue | 3 |
| Pages | 191-213 |
| Publication date | 2023-11-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Arts and Humanities in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1474-0222 • E-ISSN: 1741-265X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14740222231213971 |
| OpenAlex | W4388754056 |
| Language | EN |
| References cited | 16 |
Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants’ teacher identity and how a mentored teaching experience shaped participants’ future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students’ professional development
Art · Discipline · Graduate education · Graduate students · Identity (music · Interpersonal communication · Pedagogy · Political science · Social science · Sociology · Transparency (behavior · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Developing a teacher identity in the university context
Imagining the humanities – Amid the inhuman
Are sciences essential and humanities elective? Disentangling competing claims for humanities’ research public value
Graduate Students' Perceptions of Their Advisors
Competing for Bachelor’s Degrees
Rethinking Graduate Education in the Humanities
Qualitative Analysis for Social Scientists
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
| Citation velocity | historical |
|---|---|
| Highly cited | No |