Assessing graduate teaching assistants' beliefs and practices created by Jennifer Douglas, Darcey N. Powell and Nathalie H. Rouamba,

By:

Douglas, Jennifer [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 27, number 3 ,Canada: Miami University, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Graduate students -- Teaching assistants -- Student teacher attitudes

LOC classification:

LB1778 JOU

Abstract: Graduate teaching assistants (GTAs) play a crucial role in North American colleges. At a mid-Atlantic, land grant institution, GTAs instruct 34,000 undergraduates per semester. Given this scope, GTAs exert a powerful influence on undergraduate learning, yet little is known about their teaching beliefs in relation to their classroom practices. This exploratory study aims to address this gap. Eleven GTAs were interviewed, and their teaching was videotaped to compare their teaching beliefs and classroom practices. The results revealed that GTAs hold teacher-centered beliefs about content but more student-centered beliefs about learning. The implications of these findings regarding GTA training are described.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 27, no.3 (pages35-61)	Not for loan	For in house use only

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Graduate teaching assistants (GTAs) play a crucial role in North American colleges. At a mid-Atlantic, land grant institution, GTAs instruct 34,000 undergraduates per semester. Given this scope, GTAs exert a powerful influence on undergraduate learning, yet little is known about their teaching beliefs in relation to their classroom practices. This exploratory study aims to address this gap. Eleven GTAs were interviewed, and their teaching was videotaped to compare their teaching beliefs and classroom practices. The results revealed that GTAs hold teacher-centered beliefs about content but more student-centered beliefs about learning. The implications of these findings regarding GTA training are described.

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