| 000 | 01622nam a22002537a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241125085714.0 | ||
| 008 | 241125b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aDouglas, Jennifer _eauthor |
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| 245 | 1 | 0 |
_aAssessing graduate teaching assistants' beliefs and practices _ccreated by Jennifer Douglas, Darcey N. Powell and Nathalie H. Rouamba, |
| 264 | 1 |
_aCanada: _bMiami University, _c2016. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal on excellence in college teaching _vVolume 27, number 3 , |
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| 520 | 3 | _aGraduate 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. | |
| 650 |
_aGraduate students _vTeaching assistants _xStudent teacher attitudes |
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| 700 | 1 |
_aPowell, Darcey N. _eco-author |
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| 700 | 1 |
_aRouamba, Nathalie H. _eco-author |
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| 942 |
_2lcc _cJA |
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| 999 |
_c168348 _d168348 |
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