国际研究生助教的教育者身份发展

J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw
{"title":"国际研究生助教的教育者身份发展","authors":"J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw","doi":"10.14434/ijdl.v14i2.35247","DOIUrl":null,"url":null,"abstract":"The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw’s (1989) Intersectionality and Wenger’s (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs’ educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., engagement, imagination, and alignment) as well as several enabling structures (i.e., support, sponsorship, and recognition). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Educator Identity Development for International Graduate Teaching Assistants\",\"authors\":\"J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw\",\"doi\":\"10.14434/ijdl.v14i2.35247\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw’s (1989) Intersectionality and Wenger’s (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs’ educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., engagement, imagination, and alignment) as well as several enabling structures (i.e., support, sponsorship, and recognition). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.\",\"PeriodicalId\":91509,\"journal\":{\"name\":\"International journal of designs for learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International journal of designs for learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14434/ijdl.v14i2.35247\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International journal of designs for learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14434/ijdl.v14i2.35247","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

这个设计案例的目的是严格记录国际毕业助教(igta)和他们的国内同行在一个大型赠地大学的英语作为第二语言写作(ESLC)项目中进行为期五天的学期前虚拟指导的过程和决策。该设计基于前端分析和理论框架,包括克伦肖(1989)的交叉性和温格(1998)的虚拟实践社区(VCoP)理论。利用这些理论,将设计重点放在igta的教育者身份发展及其语言和文化边缘化上。VCoP理论为虚拟学习环境提供了一个实用的架构,它具有三种归属模式(即参与、想象和对齐)以及几种使能结构(即支持、赞助和认可)。该设计旨在有目的地让igta参与社会实践和对话,以支持他们的归属感和教育者身份。虽然意义可以从预先规划的、明确的特定设计元素与归属模式的对齐中提取出来,但先例也可以从设计过程中出现的元素中衍生出来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Educator Identity Development for International Graduate Teaching Assistants
The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw’s (1989) Intersectionality and Wenger’s (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs’ educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., engagement, imagination, and alignment) as well as several enabling structures (i.e., support, sponsorship, and recognition). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
审稿时长
27 weeks
期刊最新文献
Designing and Iterating for Interdisciplinary, Creative Research in Graduate Teams Designing a Dual-Credit Hybrid Health Course Why We Played Wiffle Ball on Wednesday Entangled Co-Design with a Trickster: Speculative Framing and Reframing Designing a Tool to Support Online Physical Education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1