Preparing Graduate Teachers

Preparing Graduate Teachers

This Call for Participation is meant to continue the initial conversation that grew on Twitter, to further address the questions that were raised and to more carefully consider the issues involved. We are seeking exploratory texts that help shape the discussion about graduate education and its goals. Some suggested questions to consider include:

What are the most important issues facing graduate student teachers today? What do they need to know in order to teach? What do they need to know in order to survive beyond the academy?
How can we reimagine degree requirements to make way for more pedagogical work?
How does a critical pedagogy — or a critical digital pedagogy — inform an approach to graduate teacher training? How do issues of race, gender, sexuality, equality, privilege, erasure, and silencing weigh against training in discipline-specific knowledge?
How can training in pedagogy prepare graduate teachers for non-teaching careers? Can this integrate into discipline-specific work?
How should graduate teachers be made aware of their potential future in the job market? How can institutions encourage them to be part of the dialogue of labor practices at school and in their own departments?

This is a rolling call for participation. However, our first round of publications will take place after July 18, 2016; early submissions (those received by June 27) will be given preference on the editorial calendar. The most successful submissions challenge readers to re-evaluate their assumptions about pedagogy with experience and theory as support; our articles are typically 1,500–2,500 words. Please direct questions to Chris Friend (Director, Hybrid Pedagogy). The complete CFP can be viewed on the Hybrid Pedagogy website.

We look forward to your contributions!

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