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Teaching Cultures: Teaching Orientations, Rewards and Social-Political Influences

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dc.contributor.advisorAlsop, Steven John
dc.contributor.authorFockler, Melissa Catherine-Anne
dc.date.accessioned2022-12-14T16:27:01Z
dc.date.available2022-12-14T16:27:01Z
dc.date.copyright2022-05-27
dc.date.issued2022-12-14
dc.date.updated2022-12-14T16:27:01Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractFor decades, scholars have studied the experiences of early childhood educators, schoolteachers, student teachers, professors, and so on. However, the experiences of teaching assistants (TAs) have largely been under-explored. By TAs, I mean graduate students who work part-time as educators, assisting undergraduate courses. In this research, I interview [N = 17] current graduate students at a university in southern Ontario, Canada, about their recent experiences working as TAs on campus. The purpose of this interviewing is to gain insight into what teaching activities TAs do, how and why, and how their broad commitments to environmental/sustainability education impact their teaching. From analyzing interview data, drawing on principles of grounded theory, I find my interview data supports, extends, and refutes how Lortie (2002) and followers (i.e., Hargreaves and Shirley, 2009) depict teaching cultures. Discussions of teaching cultures are situated in broader conversations of neoliberalism and sustainability. Research results are arranged in a didactic model, to help TAs, along with a broader audience of educational stakeholders, make more informed teaching decisions.
dc.identifier.urihttp://hdl.handle.net/10315/40661
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation
dc.subject.keywordsCultures of teaching
dc.subject.keywordsWork cultures
dc.subject.keywordsTeaching assistants
dc.subject.keywordsHigher education
dc.subject.keywordsUniversity teaching
dc.subject.keywordsTeaching and learning
dc.subject.keywordsDidactics
dc.subject.keywordsEnvironmentalism/sustainability
dc.subject.keywordsSustainability values
dc.subject.keywordsPolitical and ethical commitments
dc.subject.keywordsNeoliberalism
dc.subject.keywordsPerformativity in teaching
dc.subject.keywordsTeaching orientations
dc.subject.keywordsPsychic rewards
dc.subject.keywordsTeaching rewards
dc.subject.keywordsInquiry pedagogy
dc.subject.keywordsCritical pedagogy
dc.subject.keywordsEnvironmental/sustainability education
dc.subject.keywordsPresentism
dc.subject.keywordsConservatism
dc.subject.keywordsIndividualism
dc.subject.keywordsDan Lortie
dc.subject.keywordsSchoolteachers
dc.subject.keywordsPrinciples of grounded theory
dc.subject.keywordsEducational development
dc.titleTeaching Cultures: Teaching Orientations, Rewards and Social-Political Influences
dc.typeElectronic Thesis or Dissertation

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