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Bringing Collaborative Teaching into Doctoral Programs: Faculty and Graduate Student Co-teaching as Experiential Training

The American Sociologist volume 44, pages 292–301 (2013)Cite this article

Abstract

We discuss faculty-graduate student collaborative teaching as a model to enhance programmatic graduate teacher training efforts. Co-teaching can improve graduate training through intensive support and engagement, while also enhancing the teaching experience of faculty and the learning experience of undergraduates. This form of classroom collaboration between faculty mentors and graduate students provides important hands-on teacher training, emphasizes pedagogical reflexivity, and offers support within a mentorship relationship. Faculty can use co-teaching with graduate students to explore classroom techniques and reassess their teaching. We conclude with strategies for implementing effective collaborative teaching models.

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Acknowledgements

The authors presented a previous version of the paper at the Eastern Sociological Society’s annual meeting in Boston, MA on March 24, 2013. Our thanks to Dan Clawson, Michael DeCesare, Jennifer Hickes Lundquist, Mary Larue Scherer, Mahala Dyer Stewart, Millie Thayer, and The American Sociologist editor for helpful comments provided on earlier versions of this paper.

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Authors and Affiliations

  1. University of Massachusetts, Amherst, USA

    Kyla Walters & Joya Misra

  2. Department of Sociology, University of Massachusetts, Amherst, MA, 01003, USA

    Kyla Walters

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  1. Kyla Walters
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  2. Joya Misra
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Correspondence to Kyla Walters.

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Walters, K., Misra, J. Bringing Collaborative Teaching into Doctoral Programs: Faculty and Graduate Student Co-teaching as Experiential Training. Am Soc 44, 292–301 (2013). https://doi.org/10.1007/s12108-013-9185-6

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  • DOI: https://doi.org/10.1007/s12108-013-9185-6

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