Teaching the Teachers
Description of the Research
Researched writing and interviews with graduate students at a single institution over two semesters. Collected, 2012-2013
Date of Study
This single-site mixed-methods study of graduate students explores what future teachers know about citation practices and how they apply that knowledge in their own work. By using a design-based approach that engages research subjects in the analysis of their own writing, the research enhances participants’ understanding of source integration and helps them develop strategies for teaching, while also generating data for others to study. The method employs citation context coding, solicited reflective writing, and reiterative interviewing.
Analysis of papers and interviews by the researcher and by research subjects themselves reveals that we cannot assume that advanced graduate students are able to engage with sources as well as more experienced researchers. Citation practices must be taught and refined throughout the educational process and beyond, especially in the case of those who would teach.