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Community of Practice (CoP) : = Exploring a Principled Teacher Training Program in Addressing New Spanish Graduate Teaching Assistants' (TAs) Preparation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Community of Practice (CoP) :/
Reminder of title:	Exploring a Principled Teacher Training Program in Addressing New Spanish Graduate Teaching Assistants' (TAs) Preparation.
Author:	Flanagan, Steven Ray.
Description:	1 online resource (170 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168153click for full text (PQDT)
ISBN:	9798802741283

Community of Practice (CoP) : = Exploring a Principled Teacher Training Program in Addressing New Spanish Graduate Teaching Assistants' (TAs) Preparation.
Flanagan, Steven Ray.

Community of Practice (CoP) :Exploring a Principled Teacher Training Program in Addressing New Spanish Graduate Teaching Assistants' (TAs) Preparation. - 1 online resource (170 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Arizona State University, 2022.

Includes bibliographical references

The purpose of this qualitative action research study was to explore improving first semester training practices for graduate teaching assistants (TAs) in the Spanish program at Arizona State University's (ASU) Tempe Campus. Adding to research on TA training in higher education, a communities of practice (CoP) framework was combined with concrete suggestions on cultivating CoPs to implement a two-part CoP principled training program intervention. Specifically, a goal of the intervention was to address the problem of practice of improving first semester TA lesson planning, communicative language teaching, classroom management, and learning management system usage. Data was collected from interviews, surveys, journals, and training activities from five new TAs who teach Spanish. Data analysis included a multi-cycle qualitative coding process to examine participants' novice-expert positionalities and the presence of core features of a CoP. Results suggest that regardless of previous experiences, TAs need time to assimilate to the ASU culture, standards, and community. Furthermore, the CoP principled training program showed instances of the necessary core features of a CoP such as joint enterprise and mutual engagement, but also a need for continued community development to address dysfunctions. Implications for these findings point to possible positive effects of continued training through a CoP framework, and a need for reorganization of training practices to allow TAs to legitimately participate in training activities supported by community coordinators as they adjust to the ASU context before beginning their in-service teaching.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798802741283Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Community of practiceIndex Terms--Genre/Form:

542853
Electronic books.

Community of Practice (CoP) : = Exploring a Principled Teacher Training Program in Addressing New Spanish Graduate Teaching Assistants' (TAs) Preparation.
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520 $a The purpose of this qualitative action research study was to explore improving first semester training practices for graduate teaching assistants (TAs) in the Spanish program at Arizona State University's (ASU) Tempe Campus. Adding to research on TA training in higher education, a communities of practice (CoP) framework was combined with concrete suggestions on cultivating CoPs to implement a two-part CoP principled training program intervention. Specifically, a goal of the intervention was to address the problem of practice of improving first semester TA lesson planning, communicative language teaching, classroom management, and learning management system usage. Data was collected from interviews, surveys, journals, and training activities from five new TAs who teach Spanish. Data analysis included a multi-cycle qualitative coding process to examine participants' novice-expert positionalities and the presence of core features of a CoP. Results suggest that regardless of previous experiences, TAs need time to assimilate to the ASU culture, standards, and community. Furthermore, the CoP principled training program showed instances of the necessary core features of a CoP such as joint enterprise and mutual engagement, but also a need for continued community development to address dysfunctions. Implications for these findings point to possible positive effects of continued training through a CoP framework, and a need for reorganization of training practices to allow TAs to legitimately participate in training activities supported by community coordinators as they adjust to the ASU context before beginning their in-service teaching.
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