Tacit knowledge transmission in the training of first-year composition instructors
Writing Program Administrators in large universities face the challenge of providing First-Year Writing instruction to progressively larger and more linguistically diverse undergraduate classes and must do so with a transient cadre of instructors, namely graduate students. In a dynamic environment such as this, fast and effective training is vital for delivery of appropriate instructional services and such training must include the transmission of tacit knowledge. The present study analyzed the interview data from a sample of 20 graduate instructors who work in Texas Tech’s First-Year Writing Program. Subjects were asked about their preferred conduits for the transfer of information concerning grading other instructional matters. The data indicated that there were significant barriers to information transfer due to personal and institutional factors. Ways to encourage such transfer were discussed.