Abstract
Graduate teaching assistants (GTAs) provide an invaluable contribution to higher education, yet their role is often overlooked and understudied. We report on a UK-based study to describe the experience and views of GTAs with particular focus on training and professional development. Our findings draw from a survey of 32 GTAs along with informal group discussions with a small number of undergraduates and academic staff. A key theme from our project is the value of subject-specific training. We explore this issue and raise the possibility that in addition to university departments, learned societies and academic associations within the discipline may have a role to play in providing pedagogical training for GTAs and early career academics.
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