scholarly journals Reflections on Peer Facilitation of Graduate Teaching Assistant Training

2020 ◽  
Vol 8 (1) ◽  
pp. 157-162
Author(s):  
Richard Bale ◽  
Hannah Moran
Keyword(s):  
Teaching Assistants ◽  
Teaching Experience ◽  
Specific Training ◽  
Graduate Teaching Assistant ◽  
Graduate Teaching ◽  
Specific Input ◽  
Teaching Assistant Training ◽  
Peer Facilitation ◽  
One Year

This paper outlines a recently designed programme of training for graduate teaching assistants (GTAs), focusing on peer elements embedded in the programme. In particular, we describe our approach to co-facilitation of training, with sessions facilitated by the GTA programme lead and an experienced Peer GTA. Peer GTAs have at least one year of teaching experience and are able to provide practical, contextualised and discipline-specific input, which helps to address the challenge of balancing generic and discipline-specific training in GTA programmes. We describe a small case study of co-facilitation and reflect on the benefits of this approach for new GTAs and for the Peer GTAs themselves. The paper is co-authored by the GTA programme lead and a Peer GTA, who provides first-hand reflections on her experiences.

Predictors of Grades Assigned by Graduate Teaching Assistants in Physical Education

1987 ◽  
Vol 60 (3) ◽  
pp. 735-739 ◽  
Author(s):  
H. Thomas Ford ◽  
John R. Puckett ◽  
Larry A. Tucker
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Assistants ◽  
Demographic Data ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Self Concept ◽  
Graduate Teaching ◽  
Service Programs ◽  
Average Grade

To determine possible predictors of grades assigned by graduate teaching assistants in physical education service programs, average grade assignments of 20 assistants for one quarter, collected over 2 yr., were compared with demographic data, teaching experience, GRE scores, total score on the Tennessee Self-concept Scale, and teachers' ratings. Bivariate correlations indicated that the average grade assigned by assistants was related significantly to sex, marital status, and global self-concept; however, age, teaching experience in public schools, total GRE scores, and students' ratings of teachers' effectiveness were not related significantly to the mean grades assigned to students.

scholarly journals The Ph.D. Panic: Examining the relationships among teaching anxiety, teaching self-efficacy, and coping in Biology graduate teaching assistants (GTAs)

2020 ◽  
Author(s):  
Miranda M. Chen Musgrove ◽  
Elisabeth E. Schussler
Keyword(s):  
Mental Health ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching ◽  
Teaching Anxiety ◽  
And Coping

ABSTRACTAnxiety among graduate students in the United States has increased over the last several decades, affecting not only their overall mental health but also reducing retention in graduate programs. Teachers with high teaching anxiety can negatively impact student learning, yet the impacts of teaching anxiety on graduate teaching assistants (GTAs) is not well studied. Biology GTAs teach most introductory Biology labs and discussions nationally, thus broadly influencing the quality of undergraduate education. In Fall 2016, we investigated Biology GTA teaching anxiety at a large research-intensive southeastern university by (1) measuring teaching anxiety of Biology GTAs, and (2) exploring the relationships among teaching anxiety, self-efficacy, and coping. Using multiple linear regressions, we found that greater teaching self-efficacy is related to lower teaching anxiety in Biology GTAs (R2adi =0.65, p<0.001). Coping strategies and frequencies did not significantly contribute to teaching anxiety in our models. We found similar levels of teaching anxiety across genders, ethnicities, student citizenship status (domestic vs. international) and teaching experience level. However, there were significant differences among student subgroups in teaching self-efficacy and coping strategies. Effective coping may contribute to the lack of anxiety differences among some of the student subgroups. These results can inform teaching professional development for GTAs, and encourage greater awareness and dialogue about the impacts of mental health issues in academia.

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 Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences

2020 ◽  
Vol 10 (2) ◽  
pp. 401-419
Author(s):  
Kristina Howlett ◽  
Huong Nguyen
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Interpersonal Skills ◽  
Teaching Experience ◽  
Publicly Funded ◽  
Graduate Teaching Assistant ◽  
Teaching Experiences ◽  
Graduate Teaching ◽  
International Graduate ◽  
Personal Awareness

This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdependence, mentoring, improving interpersonal skills, and shifting perspectives. The findings uncovered how the co-teaching experience cultivated and sustained an IGTA’s personal awareness of self and others through guided reflection on instructional practices to improve teaching and learning.

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.

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