Vol. 5 No. 1 (2025): Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies

Source: https://journals.warwick.ac.uk/index.php/jppp/issue/view/138 Parent: https://journals.warwick.ac.uk/index.php/jppp

JPP5: The special issue of JPPP emerges from the Warwick PGR Teaching Conference 2025, which marked a key moment in consolidating and celebrating the growing visibility, expertise, and leadership of postgraduate teachers at the University of Warwick, while also extending the conversation to postgraduate educators across higher education institutions nationally and internationally. Organised as part of wider institutional efforts to recognise GTAs’ pedagogical labour and professional development, the conference created a dedicated, transdisciplinary space where postgraduate teachers could share practice, build networks, and articulate their experiences as educators in their own right. The decision to develop Issue 5 as a conference-linked special issue reflects a commitment to extending those conversations beyond a single event, offering contributors the opportunity to deepen and disseminate their ideas in written form while showcasing the breadth and quality of postgraduate-led teaching scholarship at Warwick.

Anchored in the theme “Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies,” the conference foregrounded the rapidly shifting conditions under which GTAs work and learn. The thematic strands, positionality and teacher identity, the evolution of GTA teaching, navigating technological shifts (including AI), cross-cultural and international perspectives, and balancing wellbeing and professional growth, were selected to capture the complexity of contemporary GTA roles and to make visible dimensions of practice that are often marginalised in mainstream pedagogical discourse. Together, these themes invited participants to interrogate how structural change, institutional cultures, and personal histories intersect in postgraduate teaching, and to generate critical, practice-based insights that could inform both local enhancement and sector- wide conversations.

DOI:

https://doi.org/10.31273/wb6hfe36

Published:

2025-12-09

Articles

• Journal of PGR Pedagogic Practice: Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies

1-233

• Journal of PGR Pedagogic Practice: Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies

• Editorial: "Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies"

Arpit Jindal, Areesh Fatmee, Clarissa Muller-Kosmarov, Alisha Rodgers, Usoro Akpan, Adila Fazleen Che-Manan, Meifang Zhuo

1-9

• Editorial Article

• Two Voices, Many Languages’:A Duoethnographic Look at Multilingual Identity in Teaching Spaces in a UK University

Dr Yanyan Li, Kaiqi Yu

10-27

• Two Voices, Many Languages’:A Duoethnographic Look at Multilingual Identity in Teaching Spaces in a UK University

• In the Seminar Space: Navigating Graduate Teaching in Undergraduate Legal Education

Hadijah Namyalo-Ganafa

28-38

• In the Seminar Space: Navigating Graduate Teaching in Undergraduate Legal Education

• Evolving as a GTA: Teaching, Performing and Identity

Rebecca L. Colquhoun

39-45

• Evolving as a GTA: Teaching, Performing and Identity

• Spaces within spaces: Teaching French culture from a British-Mauritianperspective and its relationship with GTA liminality and identity

Adam Agowun

46-54

• Spaces within spaces: Teaching French culture from a British-Mauritianperspective and its relationship with GTA liminality and Identity

• Opening Bandura's Box of Experiences: Exploring GTAs' Sense of Plausibility about ESL Teaching

Akshay Kumar

55-80

• Opening Bandura's Box of Experiences: Exploring GTAs' Sense of Plausibility about ESL Teaching

• “Dear Former GTA-Self”: Reflections from the Final Chapter of a Graduate Teaching Assistant Journey—from Novice to More Experienced Educator

Alisha Rodgers

81-98

• “Dear Former GTA-Self”: Reflections from the Final Chapter of a Graduate Teaching Assistant Journey—from Novice to More Experienced Educator

• Teaching unfamiliar content can lead to brilliant teaching: Data-led reflections

Junjie Li, Xinran Gao

99-111

• Teaching unfamiliar content can lead to brilliant teaching: Data-led reflections

• From Clicks to Connections: Applying Activity Theory to Multimodal Materials Design for GTA Development

Dr Paula Villegas

112-135

• From Clicks to Connections: Applying Activity Theory to Multimodal Materials Design for GTA Development

• Pause, Reflect, Dialogue: AI as a Reflective Partner in GTA Teaching Practice

Azadeh Moladoost

136-147

• Pause, Reflect, Dialogue: AI as a Reflective Partner in GTA Teaching Practice

• Curriculum from the Margins: Experience of Building a Dalit-Feminist Business English Programme as an Untrained Facilitator

Nisha Kumari

148-158

• Curriculum from the Margins: Experience of Building a Dalit-Feminist Business English Programme as an Untrained Facilitator

• Exploring the complexity of GTAs’ co-teaching experience through zine-making: a collaborative self-study

Meifang Zhuo, Suji Ko

159-179

• Exploring the complexity of GTAs’ co-teaching experience through zine-making: a collaborative self-study

• From Burnout to Balance: Embedding Wellbeing in the Professional Trajectory of GTAs

Nikita Goel

180-194

• From Burnout to Balance: Embedding Wellbeing in the Professional Trajectory of GTAs

• Intentional Re-framing of Self-Care as an Institutional Priority in Postgraduate Teaching

Emmanuel Lucas Nwachukwu, Obi Obison Oblation

195-207

• Intentional Re-framing of Self-Care as an Institutional Priority in Postgraduate Teaching

• Building Resilience: Promoting Mental Well-being in Graduate Teaching Assistants Through Structured Institutional Support

Usoro Udousoro Akpan

208-222

• Building Resilience: Promoting Mental Well-being in Graduate Teaching Assistants Through Structured Institutional Support

• Counting and mattering: bringing GTA visibility to the fore in data, at a time of sector change

Sara Hattersley

223-233

• Counting and mattering: bringing GTA visibility to the fore in data, at a time of sector change