Experiences of PGRs who teach Louise Howson 4th June 2018

Introduction PGRs with teaching responsibilities are both student and member of staff within the University. As such, they have a unique voice within the institution and may provide valuable insights into their role, their experiences and how we as an institution can fully support their needs. With this in mind, this project focuses on using the narratives of PGRs with teaching responsibilities to explore the landscape of support and engagement across UoB. It also investigates how the teaching and research roles contribute to building students confidence now and for future roles after their studies. Developing and instilling confidence in students for life after graduation The narratives provided will also be formulated into case studies as a shared resource for other postgraduates to learn from. The experience of reflecting on their practice as a teacher and researcher within the interview will enable the participants to fully engage in reflective practice, a valuable attribute for graduates and key for developing confidence in all facets of their role as a PGR and their future career. Muzaka (2009) discovered that students taught by graduate teachers (PGRs) found them to be less intimidating, more approachable and passionate which enabled them to develop a trusting relationship more quickly and so were more able to share concerns with them. However, undergraduates taught by PGRs felt disadvantaged by the lack of teaching experience (rather than lack of subject knowledge). Therefore if the confidence of PGRs could be developed, students would benefit from a confident, enthusiastic and approachable teacher.

Methods Influences of past educational experiences on practice Ten semi structured interviews were conducted with PGRs across 5 faculties. Questions were based on the following themes from the literature: Influences of past educational experiences on practice (Giboney-Wall,2016; Dotger, 2011) Role conflict between being student and staff (Winston & Moore, 2016; Davis, 2013; McCormak, 2004; Harland, 2001) Overcoming anxiety and developing confidence (Timostsuk et al, 2016; Sandler, 2016; Burton et al, 2005) Development of personal teaching style (Knight, 2016; Cranton & Carusetta, 2004; Weber et al, 2007) The influence of teaching on own research and vice versa (Sandi-Urena et al, 2011; Muzaka, 2009; Park 2002) All interviews were recorded and transcribed and participants were informed that transcripts would be anonymised, however extracts would be displayed in a public forum (in the form of case studies)

Findings Why did you undertake teaching alongside your PhD? Previous experience of teaching Personal development Money Distraction from research Obligated/ mandatory part of studies To give something back “I think they (the students) see us as they see other teaching staff, it’s only behind the scenes that you’re maybe treated differently.” “I sort of always think of it like an older sibling kind of role if the academic is the parent in that situation…” “I feel I have quite a lot of freedom in terms of designing my classes and what to do in them” “I think it (teaching) helps me as well because I go back to the basics and I understand things I may have missed or might have forgotten…” “I’ve managed to bring in some of my research, or the literature I’m reading for my research…” “…lesson planning is more fun than copy editing a chapter.” “I guess there is also a shift of position for me from being actually a teacher who knows everything to a teacher who would like to help you to, to learn” “I know a lot of other people feel with their PhD that anything you’re doing that isn’t your PhD, you kind of feel a little guilty about.” “I find the switch really hard… flipping back out of it (teaching mode) is really hard because your mind’s already whirring on everything your students have done…” The transcriptions were analysed based on Moustaka’s Phenomenological Research Methods (1994). Significant statements within the interviews will be identified and clustered based on their meaning to form themes. Two researchers will complete the analysis independently and then come together to form a consensus (TBA!) Role conflict – Staff vs student and researcher vs teacher

Next steps Reflections on the interview process Follow up interviews with participants focusing on: Development of case studies to share with the PGR community. Reflections on the interview process (Hutchinson., Wilson & Wilson,1994; McLean & Bullard, 2000) How students view the participants and their style (Kendall & Schussler, 2013) Exploring links between autonomy, support and confidence (Timostsuk et al, 2016; Sandler, 2016; Burton et al, 2005) Transition from teacher-centred to student-centred approach (Giboney-Wall,2016; Knight, 2016; Weber et al, 2007)