Exploring Socialization and Teaching Self-Efficacy through a Community of Practice for International Teaching Assistants

Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: [email protected]; Web site: https://scholarworks.iu.edu/journals/index.php/josotl

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17

Socialization; Self Efficacy; Communities of Practice; Case Studies; Graduate Students; Teaching Assistants; Foreign Students; Student Adjustment; Sense of Community; Interpersonal Relationship; Self Esteem; English (Second Language); Second Language Learning; Learning Processes

1527-9316

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.

As Provided

2021

EJ1283590