Congruence and Misrecognition: A Case Study of Teaching Assistants' Perceived Commentary Roles and Actual Commentary Practices in First-Year English

In this study, I use qualitative research methods—semi-structured interviews and artifact analysis—to analyze the perceived commentary roles and actual commentary practices of five teaching assistants at my university. My study reveals two categories of TA commentary roles and practices: congruence and misrecognition. Teaching assistants demonstrate congruence between their perceived roles and actual practices when they do what they say they do when commenting on students’ texts. Teaching assistants demonstrate a misrecognition between their perceived roles and actual practices when they say they do one thing but they do another when commenting on texts. This research study reveals that as inexperienced teachers, TAs should be exposed to direct, individual specific research on commentary roles and practices because the TAs are not cognizant of their own congruence or misrecognition.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

English

Grantor

Texas State University-San Marcos

Year dc:date.issued

2004

Author dc:creator

• McCracken, Ila Moriah

• graduate teaching assistants
• communication in education
• teacher-student relationships

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/12035

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/12035