자료유형  

 학위논문

Control Number  

0016934598

International Standard Book Number  

9798380141307

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Alberts, Kimberly M.

Publication, Distribution, etc. (Imprint  

[S.l.] : Michigan State University., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(165 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

General Note  

Advisor: Schmidt, Jennifer A.

Dissertation Note  

Thesis (Ph.D.)--Michigan State University, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약Given that the majority of college courses are staffed with instructors who have little, if any, teaching experience (Boysen, 2011), research has called for more innovative approaches to providing teaching development opportunities for graduate student instructors (GSIs) (e.g., BrckaLorenz et al., 2020; Chew et al., 2018). The purpose of this study was to explore professional learning communities (PLCs) as a potential solution to this challenge. This study employed an iterative action research design to develop a PLC of GSIs, explore their engagement in the PLC, and examine which aspects of the PLC were more or less engaging. Findings revealed several affordances and considerations related to PLCs and GSI teaching development. The PLC in this study was successful at engaging GSIs; however, different PLC activities engaged GSIs in different ways - behaviorally, affectively, or cognitively. Findings also revealed that how GSIs engaged was related to the design of each PLC activity, and specifically whether the activity supported five important motivational principles - value, autonomy, relatedness, perceived competence, and mastery goal orientation. Together, these findings suggest that, if designed intentionally to support motivational principles, PLCs do have the potential to engage GSIs in a variety of ways. Finally, these findings are situated in light of the conversation surrounding the challenge of GSI teaching development. Implications, limitations, and directions for future research are discussed.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Educational leadership.

Subject Added Entry-Topical Term  

Teacher education.

Index Term-Uncontrolled  

Instructors

Index Term-Uncontrolled  

Teaching experience

Index Term-Uncontrolled  

Research

Index Term-Uncontrolled  

Teaching development

Index Term-Uncontrolled  

Professional learning communities

Index Term-Uncontrolled  

GSI teaching development

Added Entry-Corporate Name  

Michigan State University Educational Psychology and Educational Technology - Doctor of Philosophy

Host Item Entry  

Dissertations Abstracts International. 85-02A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642546