Investigating the role of teaching circles in composition GTA development: narratives of professional growth and identity formation
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Abstract
This dissertation investigates the application of Teaching Circles (TCs) as a peer support system for Graduate Teaching Assistants (GTAs) in composition courses, with a particular focus on the development of their professional identities and pedagogical practices. Despite the increasing reliance on GTAs in higher education, many existing professional development programs neglect the informal, ad hoc peer mentorship that GTAs engage in naturally. Drawing on narrative inquiry, this study examines how narrative-based TCs, led by the GTAs themselves, can provide a consistent and structured space for peer interaction that supports both professional growth and identity formation. By exploring the narratives of GTAs at the University of Missouri-Kansas City (UMKC), this study highlights the ways in which these informal mentorship opportunities contribute to the development of teaching practices, the sharing of pedagogical experiences, and the formation of a professional identity grounded in peer collaboration. This research fills a gap in GTA professional development literature by offering an alternative to traditional, hierarchical training models and advocating for the integration of peer-driven mentorship structures into GTA education. Ultimately, this study presents a scalable model for fostering a supportive, collaborative environment where GTAs can thrive both as educators and as individuals within the discipline of rhetoric and composition.
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Introduction -- Literature review -- Methods -- Results and observations -- Discussion
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Ph.D. (Doctor of Philosophy)