Özet:

Drawing on data from a writing program at a large mid-western university in the US, this article examines the influence of a peer support group on new teaching assistants’ development and socialization as writing instructors during their first year of graduate school. It illustrates how new instructors’ guided participation in the collaborative reflective practices—the process of sharing the stories of their teaching while developing their own pedagogies and revisiting their experiences with their peer advisors and group members—becomes a focal element of their development as writing instructors in their first year of teaching in the program. Elaborating on the effects of collaborative reflection training on new graduate students, the article also illustrates how a peer advising system can build a collaborative teacher culture, which can ultimately build a collaborative school culture.

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