[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599458-105":59,"doc-detail-599458-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rethinking-graduate-student-instructors-resistance-as-acts-of-well-being","Rethinking Graduate Student Instructors’ Resistance as Acts of Well-Being","","Examines how graduate student instructors (GSIs) in writing programs express “resistance” to writing pedagogy education, reframing such moments as practices of well-being. Drawing on five GSIs’ interviews, focus groups, coding sessions, observations, teaching philosophies, and reflections across a two-year period, the study applies Cochran’s PREMISE model to map well-being onto existing WPE structures. It concludes with guidance for stakeholders to surface GSI well-being, support productive disciplinary practices, and redesign teacher training toward boundary setting and professionalization in academia.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-graduate-student-instructors-resistance-as-acts-of-well-being/599458/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-graduate-student-instructors-resistance-as-acts-of-well-being/599458.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article reinterpret GSI “resistance” in writing pedagogy education?","Question",{"text":112,"@type":113},"It reframes resistance as acts of well-being, emphasizing how GSIs establish boundaries and identify self-care and needs rather than simply resisting training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources does the study use to analyze GSIs’ experiences?",{"text":117,"@type":113},"It draws on interviews, focus groups, coding sessions, observations, teaching philosophies, and reflections from five GSIs over a two-year period.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Cochran’s PREMISE model contribute to the study?",{"text":121,"@type":113},"The model is used to explore how different aspects of well-being are impacted in GSIs’ internal and external teaching experiences and how those impacts align with existing WPE structures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599458,1792209373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Rethinking Graduate Student Instructors’  \nResistance as Acts of Well-Being  \nEmily Jo Schwaller  \nGraduate Student Instructors (GSIs) are often framed as resistant to Writing Pedagogy Education (WPE) (Grouling; Hesse; Reed) . Yet, these moments of resistance can (and should be) reframed as acts of well-being, where GSIs are establishing boundaries and identifying their own self-care and needs.  \nI draw on the experiences of five different GSIs in a writing program using data from interviews, focus groups, coding sessions, observations, teaching philosophies, and reflections to illustrate how we can rethink the narrative of resistance as well-being to more productively design and implement teacher training. Using Cochran’s PREMISE model, I focus on well-being as related to GSIs and how this model maps onto existing WPE structures.  \nAt the end of the article, I provide a table for various stakeholders to identify ways to highlight GSI well-being and establish productive disciplinary practices that can reshape what it means to be professionalized in academia and how we can view acts of well-being as radical acts that challenge traditional academic structures at large.  \nAowrse(entGSeIrs) thweillfallentseermthesteeirrp,ra newogramsg, roupmanyofofGtrhaedumteeaStchiudngentfor Itnhsterufircs-t time.1 During the small window between students coming to the university and teaching, mentors and teacher educators are faced with the enormous task of preparing these new teachers to enter writing programs. As Shelley E. Reid states, “It can be easy to get caught up in the truly impossible goal of quickly ‘producing’ new teachers who meet all core standards to deliver a curriculum” (247) . The impossibility of this task—to help instructors feel confident, know the curriculum, understand the values of the field, and even log into the Learning Management System (LMS)—is a minefield of priorities. This leads to educators preparing new GSIs defensively, anticipating the nervous energy, the short timeline, the questioning of why writing studies matters, and the consequences of putting unprepared teachers in the classroom. However, this defensiveness assumes that teacher educators will be met with resistance, oftentimes creating a self-fulling prophecy. The narrative of GSI resistance is prevalent throughout Writing Pedagogy Education (WPE)2 conversations and centers on the idea that GSIs resist pedagogical training, especially students outside the discipline of rhetoric and composition (Grouling; Hesse; Reed) . Resistance has been attributed to a wide range of tensions  \nComposition Studies 50.2 (2022): 112–131  \nsuch as the difficulty of academic writing (Dryer), challenges to previously held beliefs and literacies (Brewer; Estrem and Reid), and a “low sense of self-efficacy” (Ebest) . Alongside the conversation of resistance, there is also an emerging conversation about the trauma and emotional labor of those in graduate school (Driscoll et al.; Fedukovich and Morse; Saur and Palmeri) . These concerns about conditions and emotional labor are especially prevalent as we face the collective trauma of what it means to teach and be in academia in and through COVID-19 .  \nOften, the conversation about resistance is anticipatory, trying to understand how GSIs entering the semester will feel, think, and do in teaching scenarios. Additionally, these narratives are reactive to scenarios that teacher educators find themselves in where GSIs are not engaging with pedagogical discussions, are questioning the curriculum, and are challenging various teaching practices (Fisher). But what would it look like if instead of focusing on resistance, we were responsive to the moment we find ourselves in? What would happen if we gave voice and permission to these feelings (beyond academic journals)? What if these moments of resistance are in fact moments of agency, where GSIs and teacher educators are struggling to address their own well-being and boundary setting? Th","cbCaimvQwOv09mXj","https://ap.wps.com/l/cbCaimvQwOv09mXj","pdf",210835,"English","# Rethinking Graduate Student Instructors’ Resistance as Acts of Well-Being\n## The Resistance Narrative in WPE\n## Resistance as Well-Being and Teacher Training","[{\"question\":\"How does the article reinterpret GSI “resistance” in writing pedagogy education?\",\"answer\":\"It reframes resistance as acts of well-being, emphasizing how GSIs establish boundaries and identify self-care and needs rather than simply resisting training.\"},{\"question\":\"What data sources does the study use to analyze GSIs’ experiences?\",\"answer\":\"It draws on interviews, focus groups, coding sessions, observations, teaching philosophies, and reflections from five GSIs over a two-year period.\"},{\"question\":\"How does Cochran’s PREMISE model contribute to the study?\",\"answer\":\"The model is used to explore how different aspects of well-being are impacted in GSIs’ internal and external teaching experiences and how those impacts align with existing WPE structures.\"}]","Rethinking Graduate Student Instructors’ Resistance as Acts of Well-Being | PDF",1792088807]