Pedagogy of contentment: a multi-case study of graduate assistant teachers

Abstract

Four case studies of graduate assistant (GA) teachers were completed to examine the impact of a teaching induction program on GA teaching, planning, and content selection. Data collection methods included interviews, field notes, videotape records, and questionnaires. Based on a qualitative data analysis, each GA's unique perspective about the effective teaching of their subject and a lack of follow-up teaching support provided by faculty supervisors, appeared to influence teaching toward a "pedagogy of contentment." That is, the four GAs did not consistently teach as the induction program suggested, rather they appeared content with their own teaching without considering the need for improvement. It was expected that the induction program would inspire a "pedagogy of dissonance" or dissatisfaction with teaching. That is, the GAs would have been encouraged to ask questions about teaching, experiment with various teaching methods, and seek support from faculty supervisors. Instead, the GAs reported contentment centered on their belief that they already knew the different strategies, methods, and routines of how their particular subject was supposed to be taught. These beliefs about the effective teaching of their subject appeared to be the most powerful influence on their teaching. The influence of the induction program, designed to encourage the use of an effective teaching model endorsed by the department, was minimal. It was the goal of the induction program that all GAs, with help from faculty supervisors, would consistently incorporate some of the teaching strategies suggested. Instead, the GAs in this study appeared to dismiss a majority of the effective teaching model as incompatible with their own perspectives. While a teaching induction program suggesting effective teaching strategies may be necessary to enhance GA teaching, it appears not to be adequate alone. The GAs in this study did not consistently use the department's suggested model of effective teaching, in part, due to their reliance on their own perspective about effective teaching and a lack of follow-up teaching support provided by faculty supervisors.