Abstract

This study focuses on the espousal of undergraduate teaching normative patterns. Results showed that entering teaching assistants had higher levels of disdain than Research I faculty. The country in which students received their undergraduate degrees and gender variables also showed differences in espousal levels. The results give insight into anticipatory socialization of entering teaching assistants.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 394-415
Launched on MUSE
2010-05-20
Open Access
No
Archive Status
Archived
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