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Doctoral program graduates, including in kinesiology, may be inadequately prepared to become effective teachers. The purpose of this study was to examine the required courses in research and teaching for kinesiology doctoral students and the related skills and abilities most important for doctoral students to develop to be successful in their first...
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... Table 3 lists the instructional resources provided and evaluation methods used when programs assigned doctoral students to teach undergraduate courses in the discipline. Sample syllabi were the most common teaching resource provided to graduate student teachers, and over half of the institutions responding formally evaluated graduate students' teaching. ...Similar publications
Large number of unfilled teaching positions in rural regions is a common problem in most of the countries, including Azerbaijan. In this paper, we try to identify factors affecting preferences of teachers on workplace and thus, the reasons for not choosing schools in rural areas and propose an incentive mechanism to reduce number of unfilled vacanc...
Citations
... The unavoidable caveat is that "the department typically selects graduate students based on their expressed research interests and alignment with the mentoring graduate faculty, without regard to their ability to teach" (Brock et al., 2020, p. 295). As an example, kinesiology departments often employ exercise physiology and biomechanics GTAs who focus solely on their specialized content area and have no pedagogical training (Langdon & Wittenberg, 2019;Lumpkin & Achen, 2021). To account for this lack of training, literature suggests departments offer orientations and teacher training courses (Brock et al., 2018;Parker et al., 2015;Russell, 2011). ...
... Empirical evidence of GTAs' perception of training for teaching in kinesiology is lacking and more so when considering the delivery of IPAPs. Several studies have reported that kinesiology GTAs felt somewhat confident in preparedness and ability to teach; however, these studies only included GTAs instructing lecture and lab-based content courses in their area of specialization (Boyce et al., 2019;Camarao & Din, 2023;Lumpkin & Achen, 2021). Lumpkin and Achen (2021) and Camarao and Din (2023) noted that GTAs' preparation focused more on conducting research than teaching. ...
... Several studies have reported that kinesiology GTAs felt somewhat confident in preparedness and ability to teach; however, these studies only included GTAs instructing lecture and lab-based content courses in their area of specialization (Boyce et al., 2019;Camarao & Din, 2023;Lumpkin & Achen, 2021). Lumpkin and Achen (2021) and Camarao and Din (2023) noted that GTAs' preparation focused more on conducting research than teaching. Literature focused on GTA perceptions of training to specifically teach IPAPs has been mostly prescriptive or anecdotal (Beaudoin et al., 2018;Brock et al., 2018Brock et al., , 2020Cardinal, 2017;Russell, 2011;Russell & Sampson Moore, 2022). ...
Purpose: Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs’ lived experiences and how departments can best prepare GTAs. Method: Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. Results: Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. Discussion/Conclusion: Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support.
... However, for decades, the focus of doctoral studies in many research institutions has been on research and disciplinary content expertise to the detriment of teaching (Bishop-Monroe et al. 2021;Bonner et al. 2020;Barney 2019;Marx et al. 2016;Boman 2013). As such, there have been calls for HEIs to incorporate teaching into doctoral education (Lumpkin & Achen 2021;Chan et al. 2019;Connolly et al. 2018;Maynard et al. 2017;Lewicki & Bailey 2016). ...
... Over time, doctoral programmes became associated with the production of new knowledge in a specific field or context. They typically focus on producing independent scholars capable of advancing the discipline by creating new ideas and knowledge foundations upon which subsequent learning can be established, nurtured, and sustained (Lumpkin & Achen 2021;Bullin 2018;Maynard 2017;Jones 2013). Thus, the doctoral programme in many HEIs is basically a research degree (Lumpkin & Achen 2021;Bullin 2018;Maynard et al. 2017). ...
... They typically focus on producing independent scholars capable of advancing the discipline by creating new ideas and knowledge foundations upon which subsequent learning can be established, nurtured, and sustained (Lumpkin & Achen 2021;Bullin 2018;Maynard 2017;Jones 2013). Thus, the doctoral programme in many HEIs is basically a research degree (Lumpkin & Achen 2021;Bullin 2018;Maynard et al. 2017). Many are therefore structured to equip students with 'content expertise and research practices' (Bonner et al. 2020: 436) with little regard for teaching (Lumpkin & Achen 2021) as originally intended. ...
... However, many enter the role of teaching with no training in teaching, and as a result often rely on their previous experiences as students to inform their teaching practices (Jones, 2008). Discussion of the teaching preparedness and training of college faculty has been ongoing for the past 50 years, and although there remains little formal or institutionalized preparation for teaching within graduate programs (Robinson & Hope, 2013), some graduate programs and institutions are implementing courses and training on pedagogy and teaching (see, for example, Alkathiri & Olson, 2019;Lumpkin & Achen, 2021). Because many colleges place an expectation for quality teaching on new faculty members, it often becomes their individual task (some would argue, burden) to determine the methods and means of acquiring teaching skills. ...
This article engages with the unsettled question of whether student response systems increase engagement in the classroom. The reported study used a multi-classroom,
multi-disciplinary pilot deployment of the app-based student engagement platform Nearpod to test whether greater use of the technology yields greater student engagement. The study results were decidedly mixed, though they prompt a discussion of the construct validity of student engagement measures, particularly in a classroom with app-based platforms that reduce traditional signs of engagement (for example, raising hands). The results also have broader implications for engagement theory and call for problematizing the resulting questions being asked
