Harnessing the power of peer dialogue to support GTAs’ professional development: Two reflective stories

Abstract

Graduate teaching assistants (GTAs) have played an essential role in supporting teaching and learning in higher education institutions (HEIs) across the globe. Enhancing GTAs’ professional development (PD) is critical for ensuring the quality of higher education. The influence of peers in GTA’s PD has been widely acknowledged (e.g., Bale & Moran, 2020; Dobbins et al., 2021). However, there is limited research on the benefits of peer dialogue, one of the most accessible means of harnessing peer powers in GTAs’ PD. This qualitative study aims to explore how peer dialogue can contribute to GTAs’ PD. This study will use data from two narratives detailing the experiences of peer dialogue, completed independently by two senior GTAs in a UK-based university, who are also the first and second authors of this study. Through thematic analysis, the two researchers will first identify the themes of the data separately and then work together to synthesize the key themes from the data, to uncover the key benefits of peer dialogue in promoting GTAs’ PD. The findings of this study will add to the literature on the power of peers in GTAs’ PD and provide insights into the positive impacts of engaging in peer dialogue activities to promote GTAs’ PD. This study will have significant implications for GTAs interested in seeking PD opportunities and for stakeholders who support GTAs in higher education. By highlighting the benefits of peer dialogue, this study also underscores the need to create a supportive environment or platform for GTAs to be engaged in open and collaborative peer dialogue.