This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdependence, mentoring, improving interpersonal skills, and shifting perspectives. The findings uncovered how the coteaching experience cultivated and sustained an IGTA’s personal awareness of self and others through guided reflection on instructional practices to improve teaching and learning.

中文翻译：

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国际研究生助教联合教学经历的自我民族志反思

这项自主民族志研究探讨了一名国际研究生助教 (IGTA) 被指派在美国公立大学共同教授本科课程的共同教学经历。作为一个社会文化理论框架，Dewey (1938)、Vygotsky (1978) 和 Schön (1983) 的关于体验式学习、互动和反思实践的著作被用来分析叙述并突出 IGTA 的联合教学经验，以提供反思和反思的证据。协作实践。研究中出现了五个主题：专业发展的需要、相互依赖、指导、提高人际交往能力和转变观点。