Exploring Socialization and Teaching Self-Efficacy through a Community of Practice for International Teaching Assistants
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Abstract
International teaching assistants face unique and often challenging experiences when entering graduate studies in the United States. Challenges include navigating socialization into graduate education, and instructional, linguistic, and social difficulties. Communities of Practice can impart academic knowledge and information to assist with teacher self-efficacy, while simultaneously helping with creating a sense of community for graduate students. This multi-methods case study examined the impacts of a Community of Practice designed to socialize international teaching assistants and improve teacher self-efficacy. Researchers found that participation in this learning community enhanced teaching self-efficacy, heightened self-confidence, strengthened social relationships, and increased participants’ sense of belonging.
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