College Composition and Communication Sep 2024

Embracing Wobble: Mentoring Graduate Instructors in Big Composition

Meridith Reed ; Jon Ostenson

Abstract

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.

Journal
College Composition and Communication
Published
2024-09-01
DOI
10.58680/ccc202476135
Open Access
Closed
Topics
first-year composition qualitative research

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (5)

  1. Seigel et al. (2020)
    Monstrous Composition: Reanimating the Lecture in First-Year Writing Instruction
    College Composition and Communication
  2. Estrem et al. (2012)
    What New Writing Teachers Talk About When They Talk About Teaching
    Pedagogy
  3. Dryer (2012)
    At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Compositi…
    College Composition and Communication
  4. Reid (2009)
    Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection
    College Composition and Communication
  5. Stenberg et al. (2002)
    Developing Pedagogies: Learning the Teaching of English
    College English
Also cites 10 works outside this index ↓
  1. Brewer (2020)
    Conceptions of Literacy: Graduate Instructors and the Teaching of First-Year Composition
     ↗
  2. Clifton (2018)
    The Dialogical Self Theory in Education: A Multicultural Perspective
     ↗
  3. Fecho (2005)
    Appreciating the Wobble: Teacher Research, Professional Development, and Figured Worlds
    English Education  ↗
  4. Garcia (2014)
    Wobbling in Public: Supporting New and Experienced Teachers
    The English Journal  ↗
  5. Hermans (2010)
    Dialogical Self Theory: Positioning and Counter-Positioning in a Globalizing Society
     ↗
  6. Qualley (2016)
    Critical Transitions: Writing and the Question of Transfer
     ↗
  7. 10.37514/ATD-J.2012.9.1.01
     ↗
  8. Schwaller
    Writing Pedagogy Education: Preparing and Professionalizing Graduate Students as Writing …
    New Directions for Teaching and Learning  ↗
  9. Serviss (2017)
    Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods
     ↗
  10. Stewart (2019)
    Embracing Wobble: Exploring Novice Teachers’ Efforts to Enact Dialogic Literacy Instruction
    Journal of Adolescent & Adult Literacy  ↗
CrossRef global citation count: 0 View in citation network →

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