Narrative inquiry of teaching without training

Abstract

This qualitative narrative study explored the relationship between pedagogical preparation and instructional quality among adjunct faculty in higher education. Using a Narrative Inquiry approach, the proposed research investigated the lived experiences of part-time instructors teaching at 4-year colleges and universities who entered the classroom without formal training in pedagogy. A purposive sample of adjunct faculty will be selected based on their current or recent teaching experience at these institutions. Semistructured one-on-one interviews and semistructured focus groups will be conducted to gather rich, narrative data about how adjunct instructors perceive their teaching effectiveness, student engagement, and institutional support. Interview transcripts will be analyzed using thematic and in vivo coding strategies to identify recurring patterns, concepts, and language reflective of participants' experiences. The purpose of this study is to understand how the absence of structured pedagogical preparation influences instructional practices and to identify the institutional factors that support or hinder adjunct teaching effectiveness. This research is significant because it centers the voices of adjunct instructors, a growing segment of the faculty workforce, who often lack access to professional development and institutional resources. The anticipated findings aim to inform faculty of development initiatives and institutional policies designed to improve instructional support for adjunct faculty. Ultimately, this study seeks to contribute to the broader conversation on equity, teaching preparedness, and student success in increasingly adjunct-reliant postsecondary institutions. Keywords: adjunct faculty, pedagogical training, student outcomes, higher education, narrative inquiry, professional development, institutional support.