This article reports on a case study project assigned in a writing pedagogy course. The authors, four graduate teaching assistants and their professor, share their case study questions, experiences, and challenges. Via the case study assignment, the TAs identified parallel experiences they shared with their students. Recognizing parallel paths helps first-year TAs reflect on their experiences as teachers and learners, build connections with students, and develop sustainable teaching practices beyond the first year. The authors share strategies for identifying parallel paths and encourage TA educators to incorporate them into the writing pedagogy course.
Devey, Alyssa; Saidy, Christina; Iddrisu, Mohammed S.; Shah, Seher; and Tovar, Marlene A.
"On Parallel Paths: Learning through Case Studies in the Writing Pedagogy Course,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
3, Article 8.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss3/8
Educational Methods Commons, English Language and Literature Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons