In this article the authors reflect on their experiences working on a collaborative research project within the context of a course on 'Interview research' at a research-extensive university in the USA. Doctoral students engaged in a study that served three aims, to provide: (a) information for a client that could be used to inform organizational decisionmaking; (b) opportunities for students to apply skills discussed and practiced in class; (c) a context for class discussion and reflection to prepare for further development as interviewers and reflexive researchers. Students' written commentaries on their participation showed that use of a collaborative research project provided a productive context for developing their interview and research practices within research methods coursework. The paper concludes with a discussion of the limitations and possibilities of using these kinds of projects within the context of graduate coursework with novice researchers to assist in their development as reflexive researchers.
International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study explored the noticing practices of international teaching assistants who participated in an initial interview, followed by a classroom observation so that the ITAs could notice their own teaching practices in the classroom. After examining the ITAs’ noticing of events during observations, the article will conclude with general recommendations for effective use of observations as part of the training of international instructors.
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