| Autor: |
Reed, Meridith, Ostenson, Jon |
| Předmět: |
|
| Zdroj: |
College Composition & Communication; Sep2024, Vol. 76 Issue 1, p35-62, 28p |
| Abstrakt: |
We report our qualitative study on two graduate student instructors' experiences teaching alongside an experienced professor in an experimental super-sized first-year writing class. Using the framework of wobble (Fecho et al), we explore how mentors can help novice teachers navigate moments of destabilization and uncertainty. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
