Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 12-13-2025

Abstract

This study explores a population that has been understudied in teacher identity research: native English-speaking graduate teaching assistants (GTAs) of additional languages who assumed this role with no prior teaching experience. Influenced by my own experience as a GTA, the purpose of this study is to gain insight into how this population’s experiences shape their identities as teachers and later careers. This qualitative study uses narrative inquiry as a method by which to examine their experiences through the stories told by participants: six former GTAs of French and German.

Using data in the form of semi-structured interviews and some participants’ teaching materials from their time as GTAs, the findings of this study reveal that this population remains in a balance with their dual roles as both students while also managing their responsibilities as teachers, often citing the latter as being a higher priority. Common challenges include limited institutional support despite their position on the front line of their language department, but all discussed using the knowledge and skills they gained in a variety of education-based careers.

Keywords

Teacher Identity, Graduate Teaching Assistant Identity, Graduate Assistant Identity, GTA, Additional Language Teacher Identity

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia L. Walker

Second Committee Member

Allison M. Borden

Third Committee Member

Aeron Haynie

Fourth Committee Member

Mary Rice

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