学院 - 研究生助教指导模式:混沌理论在行动

Q3 Social Sciences
Jamie Harrison, Sedighe Zamani Roodsari
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引用次数: 0

摘要

在本研究中,根据混沌理论的原则,重新审视了一名美国教师和一名国际研究生助教在独特的师生指导模式中的合作。为改善教师和留学生在学术环境中的合作,对文化、语言学习和教学信念的作用进行了深入研究。研究的重点是一名教师和一名研究生助教在设计和实施研究生语言学课程中的真实语言学习体验时的合作经历的性质,以及动态和混沌理论在这种指导模式中的作用。参与者参与了嵌入研究生语言学课程的语言学习体验的合作规划。研究人员对参与者的反思日记和作业进行了分析,以更好地了解合作者的经验,以及他们的文化、信仰和指导模式如何影响参与者和学生的教学和学习选择。通过自学,研究人员探索了他们的专业身份和在组织边界内的学术灵活性。研究结果揭示了每个合作阶段的复杂性和混乱性,以及参与者如何运用灵活性来实现更线性的教学/学习过程。在文化、信仰和等级制度扭曲的混乱阴影下,美国教师和国际 GTA 之间的合作仍能产生高等教育中的新手和教学法实践,为跨文化和等级制度的合作工作提供启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Faculty – Graduate teaching assistant mentoring model: Chaos theory in action
In this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.
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来源期刊
New Directions for Teaching and Learning
New Directions for Teaching and Learning Social Sciences-Education
CiteScore
1.40
自引率
0.00%
发文量
26
期刊介绍: New Directions for Teaching and Learning continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
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