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

Abstract

Graduate Teaching Assistants (GTAs) are foundational to teaching practices in Higher Education (HE). Despite their widespread prevalence, academic discourse on GTA development remains largely outward facing, focusing on pedagogical practices and institutional outcomes over individual lived experiences. This article addresses that gap by proposing reflective letter writing as a methodological tool to document and facilitate the complex evolution of GTA experiences, drawing from a place of introspection. The basis of the practice presented in the article is theoretically scaffolded by Kolb's Experiential Learning Cycle (1984), Gibbs' Reflective Cycle (1988), and Brookfield’s Four Lenses of Critical Reflection (2017). The letter format offers a unique and creative medium for GTAs to express detailed insights, particularly engaging with the emotional and relational dimensions of their experiences. The practice is modelled through an illustrative example: a self-written, diary-like letter, addressed to the author’s former GTA-self. This reflects on their GTA experiences at the end of a four-year role in UK HE. The letter offers a personal account of the complexities encountered during the transition from a novice to a more experienced educator. The narrative is organised thematically, examining GTA experiences through the lenses of (i) identity construction, (ii) shifting perspectives on what is considered to be important, (iii) the role of intentional actions leading to self-growth, and (iv) the value of self-reflective practices for individual development. A critical discussion is provided, linking this to scholarly discourse. The work offers insight for those navigating their own GTA journeys, inviting readers to reflect on their trajectories and recognise both shared and divergent experiences. This contributes to a more nuanced understanding of GTA development by championing reflective letter writing as tool for fostering self-awareness and agency, as individuals forge their own pathways and foster transformative impact both for themselves and those who surround them in HE and beyond.