Conference Agenda

Relevant pedagogical studies have previously highlighted the need for and importance of providing training and support for new Graduate Teaching Assistants (Sharpe, 2000; Young and Bippus, 2008; Korinek et al, 1999; Park, 2004). GTAs are usually PhD students who take on some teaching responsibilities while completing their doctoral studies. This is a widespread practice in the UK and the US Higher Education contexts, as well as in many European and Australian Universities. Research has shown that even full-time postgraduates aiming to complete their PhD in 3-4 years, regularly teach for 4 or more hours per week (Sharpe, 2000). In the UK, the National Postgraduate Committee of the National Union of Students put forward guidelines as early as in 1991 and 1993 on the use of postgraduates for teaching that include a requirement for proper professional training.

Regardless of this recognition by various national and international bodies that PhD students who teach are making a considerable contribution, both to the student learning experience and the smooth operation of Universities, the training provided for teaching assistants often appears to be insufficient or consisting of limited ‘training on the job’ for many. Indeed, the literature has emphasised the many challenges that part time GTAs face and the significant role training and mentoring can have for their future career development. For example, unlike established academic staff, GTAs are seen as both teachers and students (Winstone and Moore, 2017) which can sometimes compromise their authority in the classroom. GTA training and support varies in different Universities and different countries from minimal instruction to more subject-specific preparation and guidance (Young and Bippus, 2008).

Given this context, there is a great need to consider training programme frameworks for the development of Graduate Teaching Assistants in a similar way that junior members of staff are often offered professional development and training in the beginning of their academic careers. Furthermore, discipline specific teaching training is of paramount importance for enhancing both the professional development of GTAs and the learning experience of undergraduate students.

Given this background, the aim of this paper is to explore preliminary findings of the impact of a pilot GTA training scheme. The ‘Sociology GTA Academy’ was launched in the Department of Sociology at Surrey University in Spring 2022 with the aim to provide extended subject-specific training throughout the semester. In its first pilot run, this included three 3-hour long training sessions covering, among other things: engaging students in seminars; creating interactive activities; marking and feedforward; dealing with sensitive topics and managing disruptive behaviours. This new initiative was supported by Faculty funding and it has been further extended in the last two years, following extensive feedback from the GTAs who undertake the training.

A second phase of the project is currently under way and we are gathering information on the Affordances of Discipline specific teaching training for PhD students who teach during their doctoral studies. Based on narrative analysis of the GTAs’ feedback, the paper will consider the learning experience of the GTAs that took part in the training and will highlight recommendations for further subject-specific training and its potential impact for both GTAs as well the UG students who are taught by GTAs.

Introduction

Teacher agency is a concept that underscores the pivotal role teachers play in the educational landscape, emphasizing the importance of granting them autonomy and authority in shaping their teaching practices (Aspbury-Miyanishi, 2022). While most research has traditionally focused on primary and secondary education (Cong-Lem, 2021), recent studies have recognized the significant impact of teacher agency on university teaching (Kusters et al., 2023; Vähäsantanen et al., 2020). This study takes a closer look at teacher agency in the university setting, exploring how lecturers manifest agency and make informed decisions within the framework of an ecological approach.

Theoretical Framework

Teacher agency, according to Aspbury-Miyanishi (2022), is the ability to perceive and capitalize on different possibilities within specific situations. It involves the capacity to determine the most suitable option aligned with broader educational goals. Crucially, teacher agency is not merely compliance with conventional approaches but necessitates the identification of opportunities for action. Drawing on the ecological approach, teacher agency is multifaceted and constructed through the iterational, projective, and practical-evaluative dimensions.

The iterational dimension emphasizes the role of personal and professional experiences in shaping teacher agency. This dimension recognizes that lecturers draw upon their past encounters and reflections to navigate current situations. Lecturers, through iterative processes, accumulate knowledge and insights that contribute to their agency.

The projective dimension of teacher agency focuses on forward-looking actions. It involves the ability to envision future possibilities, set goals, and plan for effective teaching practices. Lecturers, within this dimension, go beyond immediate concerns and engage in proactive decision-making that aligns with their pedagogical objectives.

The practical-evaluative dimension roots teacher agency in engagement with current practices, encompassing practical evaluations of cultural, structural, and material contexts. This dimension recognizes that teacher agency requires an awareness of the dynamic and context-dependent nature of teaching. Lecturers assess the impact of their actions within the broader educational environment, adapting strategies to suit specific conditions.

The ecological model of teacher agency, as proposed by Priestley et al. (2015), captures the interconnectedness of these dimensions. It emphasizes the dynamic and context-dependent nature of teacher agency, illustrating how personal and professional experiences, forward-looking actions, and practical evaluations intersect to shape effective teaching practices.

Research Question
The central inquiry of this study revolves around understanding how teacher agency is achieved in varying teaching scenarios within university settings. The research question is as follows: How and in what ways is teacher agency achieved in varying teaching scenarios in universities? By delving into the manifestations of teacher agency, the research aims to illuminate the ways in which lecturers navigate diverse teaching situations, drawing on their personal and professional experiences, engaging in forward-looking actions, and conducting practical evaluations within the ecological framework. The research question drives an exploration of the complexities inherent in teacher agency within the university context and seeks to uncover the nuanced dynamics that contribute to informed decision-making in the realm of university education.

In conclusion, this theoretical framework provides a comprehensive understanding of teacher agency within an ecological approach, laying the groundwork for the exploration of its manifestations in university teaching. The interconnected dimensions of iterational, projective, and practical-evaluative aspects underscore the complex and context-dependent nature of teacher agency, setting the stage for a detailed investigation into how lecturers achieve agency in diverse teaching scenarios within higher education.

Introduction

Due to the financial organization of academic research, which is for a large share funded on a temporary and project-basis, junior academics find themselves increasingly in precarious situations. In this paper, we are presenting the aggregated experiences of 676 postdoctoral researchers in the Netherlands. Our first analysis (Van der Weijden & Teelken, 2023), based on quantitative analysis, demonstrated high stress levels, and serious mental health problems due to their lack of academic career prospects, the publication and grant pressure, work-life imbalance, and lack of institutional support.

The meaningful findings of our first analysis and the substantial data provided, stimulated us to carry out a secondary data analysis, by using a more open and exploratory approach. In this second investigation, we are taken a closer look at the explanations provided by the respondents, which we have analyzed in a qualitative manner. This approach helped us to distinguish the various discourses. Our research provides a more nuanced, but no less alarming picture of the current situation of early career academics in the Netherlands.

Research Context: Postdocs trends in the Netherlands

Postdocs are employed and have a temporary contract with their university, University Medical Center or research institutes in the Netherlands. A postdoc is not an official position described in the Dutch university collective labour agreement (UFO), but they are part of the group “other academic staff,” including lecturers and other researchers on temporary contracts. (van der Weijden et al, 2016).

The number of postdocs employed by Dutch universities was 2,146 fte in 2005. In 2021, this number had grown to 3,810 fte (Rathenau Instituut, 2023a). The proportion of female postdocs rose from 34% in 2005 to 41% in 2021, with the share of non-Dutch postdocs increasing from 46% in 2006 to 67% in 2021 (Rathenau Instituut, 2023a). For a researcher recently awarded a doctorate, a postdoc position provides an opportunity to stay and perhaps to advance in academia. However, the academic job market is highly dynamic. More than one in four leave every year, with only a relatively small proportion (18%) moving to a more senior position in the university (Rathenau Instituut, 2023b).