Abstract
In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the learning situation of the TA.
Highlights
The teaching assistant came into my office to talk about the work that she had been assigned
teaching assistants (TAs) occupy a unique position in higher education institutions: they are in a short-term work relationship, do not require any prior training or knowledge to perform the duties assigned, and assignment of a TA position provides funding as a paid job
The way in which graduate students fulfill this unique position is dependent upon the culture of the department, the duties assigned by the course supervisor, and his or her own experience and approach
Summary
In a significant number of higher education institutions in Canada, graduate students are given the opportunity to assist a professor with instructional duties that begins their learning process about the culture of teaching at a university with its norms and responsibilities. How a TA learns the duties, norms, and responsibilities of his or her work assignment is dependent on the course supervisor or other department designate. This model of learning, where a graduate student assists a professor, is termed an apprenticeship model. I question whether the apprenticeship model is the best method of learning for the TA role in Canadian universities. I will discuss workplace learning, and how it suits the TA role as a pedagogical method of learning
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