Graduate Teaching Assistants and Inquiry-Based Instruction: Implications for Graduate Teaching Assistant Training

2003 ◽  
Vol 80 (10) ◽  
pp. 1206 ◽  
Author(s):  
Josepha P. Kurdziel ◽  
Jessica A. Turner ◽  
Julie A. Luft ◽  
Gillian H. Roehrig
Keyword(s):  
Teaching Assistants ◽  
Teaching Assistant ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching Assistant ◽  
Graduate Teaching ◽  
Teaching Assistant Training ◽  
Based Instruction

scholarly journals A Graduate Teaching Assistant Workshop in a Faculty of Science

1969 ◽  
Vol 39 (2) ◽  
pp. 101-120
Author(s):  
Dik Harris ◽  
Laura April McEwen
Keyword(s):  
Teaching And Learning ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching Assistant ◽  
Teaching Fellows ◽  
Active Involvement ◽  
Design And Implementation ◽  
Graduate Teaching ◽  
Canadian Research

This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in an environment where departmental resources are largely absent. Thus, the workshop is unusual in that it finds a midpoint between centrally administered, discipline-neutral programs and those that are discipline specific. Equally, it is unusual because it was conceived, implemented, and continues to evolve through the active involvement of teaching fellows, themselves GTAs, who receive particular preparation for their role. The approach is discussed in relation to other approaches found in the literature.  

scholarly journals Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?

2021 ◽  
Vol 20 (1) ◽  
pp. ar2
Author(s):  
Cody R. Smith ◽  
Cesar Delgado
Keyword(s):  
Teacher Efficacy ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Graduate Teaching Assistants ◽  
Vicarious Experience ◽  
Graduate Teaching Assistant ◽  
Graduate Teaching ◽  
Mastery Experience

This study identifies factors that influence the development of teacher efficacy in STEM graduate teaching assistants over the course of one semester. Those with high teacher efficacy draw upon mastery experience, vicarious experience, and verbal and social persuasions from reliable sources, such as professors and accomplished peers.

Graduate Teaching Assistant Training: A Basis for Improvement of College Biology Teaching & Faculty Development?

1997 ◽  
Vol 59 (2) ◽  
pp. 86-90 ◽  
Author(s):  
John W. Rushin ◽  
Jean De Saix ◽  
Ann Lumsden ◽  
Donald P. Streubel ◽  
Gerald Summers ◽  
...  
Keyword(s):  
Faculty Development ◽  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Biology Teaching ◽  
College Biology ◽  
Graduate Teaching ◽  
Teaching Assistant Training ◽  
Teaching Faculty

scholarly journals To Cope or Not to Cope? Characterizing Biology Graduate Teaching Assistant (GTA) Coping with Teaching and Research Anxieties

2021 ◽  
Vol 20 (4) ◽  
pp. ar56
Author(s):  
Miranda M. Chen Musgrove ◽  
Alyssa Cooley ◽  
Olivia Feiten ◽  
Kate Petrie ◽  
Elisabeth E. Schussler
Keyword(s):  
Coping Strategies ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Adaptive Coping ◽  
Graduate Teaching Assistant ◽  
Teaching And Research ◽  
Graduate Teaching ◽  
Self Reliance ◽  
Support Seeking ◽  
Over Time

Biology graduate teaching assistants (GTAs) often used adaptive coping strategies to manage teaching and research anxieties. Notably, GTAs tended to use strategies such as support seeking, self-reliance, accommodation, and distraction more often to manage research anxieties compared with teaching anxieties. Over time, GTAs narrowed their adaptive coping to certain strategies.

scholarly journals Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

2015 ◽  
Vol 45 (3) ◽  
pp. 84-110
Author(s):  
Michele A. Parker ◽  
Diana Ashe ◽  
Jess Boersma ◽  
Robert Hicks ◽  
Victoria Bennett
Keyword(s):  
Teaching Assistants ◽  
Training Programs ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Training And Development ◽  
Applied Learning ◽  
Graduate Teaching Assistant ◽  
Practical Applications ◽  
Graduate Teaching ◽  
The University

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed.   

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