Abstract
Many new teaching assistants have concerns about keeping authority in the classroom. These concerns make it more difficult for the teachers of the composition practicum to focus discussions on other important pedagogical issues. This study found that microsimulations were an effective way of allowing graduate students to respond to challenges to their authority in a low-stakes environment. The study also found that microsimulations helped future teachers bridge composition theory with practice and introduced them to a form of adventuresome teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 352-361 |
| Number of pages | 10 |
| Journal | Simulation and Gaming |
| Volume | 38 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2007 |
Keywords
- Classroom authority
- Composition practicum
- Declarative knowledge
- Microsimulations
- Procedural knowledge
- TAs
- Teacher training
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