Preparing the Next Generation of Teachers Inappropriately

When Introductory Course Directors Engage in Misbehaviors

Bibliographic Data

ID21633489
AuthorsLuke LeFebvre (0000-0001-7578-1102, University of Kentucky, corresponding author), Leah Lefebvre (0000-0002-7307-2895, University of Alabama), Heather J Carmack (0000-0002-5520-3951, University of Alabama), Gordana Lazić (Missouri State University)
Year2022
Volume73
Issue4
Pages476-496
Publication date2022-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCommunication Studies (JOURNAL)
Journal identifiersISSN: 1051-0974 • E-ISSN: 1745-1035
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10510974.2022.2112248
OpenAlexW4293582226
LanguageEN
References cited28

This study explores graduate teaching assistants’ experiences of perceived introductory course director misbehaviors. The investigation situates these experiences in the larger organizational dissent conversation–a heuristic that helps to frame how these perceived misbehaviors impact graduate teaching assistants’ understanding of their current and future work relationships with course directors. Participants (N = 55) were graduate teaching assistants in multi-section introductory communication courses across the United States who completed an online Qualtrics survey about their perceived introductory course director misbehaviors as well as how those misbehaviors were managed and shaped future interactions with their course directors. Thematic analysis identified indolent, offensive, and incompetence misbehaviors. The findings offer implications for improving organizational communication processes to positively impact the course director-graduate teaching assistant work relationship

Mathematics education · Political science · Public relations · Communication in Education and Healthcare · Education and Critical Thinking Development · Engineering · Online and Blended Learning · Psychology

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