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Full-Text Articles in Education
Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett
Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett
To Improve the Academy: A Journal of Educational Development
A recent survey of educational developers revealed that nearly all respondents (96%) had experienced impostor phenomenon (IP) in their professional lives. Here, we use survey data to investigate the consequences of and coping strategies for IP among educational developers. We describe the repercussions of IP for the personal and professional lives of educational developers (including stress, lowered self-esteem, not speaking up, and diminished career trajectories), the ways in which they cope with IP, and the unique ways that they may be positioned to leverage their own experience with IP to work more effectively with instructors.
Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer
Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer
Networks: An Online Journal for Teacher Research
Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences …
The “Other” Teacher: Understanding The Experience Of Graduate Teaching Assistants In Neoliberal Teacher Education Settings, Jing Zhang
Graduate Theses, Dissertations, and Problem Reports
In this study, I critically examine how graduate teaching assistants’ (GTAs’) experiences are discursively shaped by the exercise of power in neoliberal higher education contexts and hence, to reveal the hidden aspects of educational institutions, which are central to our understandings about the meaning of truth, fairness, and equity embedded in neoliberal academic settings. To understand the experiences of graduate teaching assistants in this neoliberal teacher education setting, the major research questions of this study explore how the different identities that GTAs possess influence their interactions with the neoliberal higher education context and how they navigate as well as resist …