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 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.

scholarly journals An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

2017 ◽  
Author(s):  
Kush Bubbar ◽  
Alexandros Dimopoulos ◽  
Cynthia Korpan ◽  
Peter Wild
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Specific Model ◽  
Dynamic Learning ◽  
Graduate Teaching ◽  
International Teaching ◽  
Specific Implementation ◽  
The University

As engineering education strives to progress towards a student-centric learning model, a competency gap with future educators becomes more apparent. In particular, the expectation of graduate student teaching assistants (GTAs) in attaining teaching competency to support this dynamic learning environment, often without sufficient training, is unrealistic.In the following paper, we present an implementation of the flexible Teaching Assistant Consultant (TAC) program, which serves to support the development of novice GTA competencies using a discipline-specific model with emphasis on assisting the unique challenges of international teaching assistants.We introduce the specific role of the TAC in terms of core principles and deliverables, and the strategic structure of the campus wide program at the University of Victoria. We conclude by detailing the specific implementation of the program in engineering by illustrating the role and deliverables of the engineering TAC.

Expand Your Skill Set by Being a Graduate Teaching Assistant

CSA News ◽  
2018 ◽  
Vol 63 (6) ◽  
pp. 30-33
Author(s):  
Clayton J. Nevins ◽  
Hanh Le
Keyword(s):  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Graduate Teaching
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