国际研究生助教的教育者身份发展

J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw
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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。
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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.
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审稿时长
27 weeks
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