Peer shadowing graduate assistantships: an autoethnographic study

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH MENTORING & TUTORING Pub Date : 2023-01-01 DOI:10.1080/13611267.2023.2164989
Jennie Baumann, Ayah Issa
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Abstract

ABSTRACT The unique nature of the COVID-19 pandemic prevented many typical graduate assistantships from occurring due to school-building closures, virtual classes, and stay-at-home orders. As such, the authors address the increase of ‘shadowing’ graduate assistantships at a large land-grant institution. To uphold the governmental stay-at-home regulations per COVID-19, shadowing provided first-year students with exposure and access to more experienced graduate student instructors (‘the shadowed’) who taught undergraduate and graduate coursework. In this autoethnographic study, the authors investigate the following questions: (1) In what ways did our experiences align with Mentoring Enactment Theory and Social Exchange Theory ? (2) How might we better align our conception of shadowing to both theories? The article finishes with modifications to the theories in light of the shadowing experiences.
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同伴影子研究生助教:一项自我民族志研究
由于新冠肺炎疫情的独特性,许多典型的研究生助教奖学金由于学校关闭、虚拟课程和居家令而无法获得。因此,作者讨论了大型赠地机构“影子”研究生助学金的增加。为了遵守政府针对COVID-19的居家规定,影子为一年级学生提供了接触和接触更有经验的研究生导师(“影子”)的机会,他们教授本科和研究生课程。在这个自我民族志研究中,作者探讨了以下问题:(1)我们的经验在哪些方面与指导制定理论和社会交换理论相一致?(2)我们如何更好地将我们的阴影概念与这两种理论结合起来?文章最后结合影子经验对理论进行了修正。
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来源期刊
MENTORING & TUTORING
MENTORING & TUTORING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
33.30%
发文量
36
期刊最新文献
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