Graduate Teaching Assistant Training Research Articles

"Train the Whole Scholar": A Developmentally Based Program for Teaching Assistant Training in Sociology

The literature on teacher education stresses that learning to teach is a developmental process, and therefore, teacher training programs should incorporate a developmental model. We review existing theory and research on the development and training of graduate teaching assistants and apply this perspective to an individual teaching assistant training program at the University of Washington, a large research university. This training program was designed, and has been modified over the past 20 years, to draw on current lines of thinking regarding teaching assistant training practices. Hence, it is organized around the developmental and cognitive issues facing new, and advanced, graduate assistants. Using evaluative program data and feedback from those who have completed this training program, we elaborate upon the usefulness of a developmental approach for the preparation and training of graduate assistants in sociology

Training Postgraduates for Teaching: considerations for programme planning and development

With the publication of the Higher Education Funding Council (HEFCE) report, Review of Postgraduate Education (1996), much interest is focusing on the quality of course provision for graduate students. This paper reviews several rationales for supporting postgraduates in their roles as graduate teaching assistants (GTAs) and considers content areas that might be included in the design of training programmes. The paper builds on the author's involvement in a university‐wide study that reviewed current practice, and that examined how graduate students and hourly paid lecturers are deployed, and what might be done in order to make training support work most effectively. Future roles of GTAs and suggestions for introducing and managing change in general and gaining support for the introduction of GTA training are also briefly explored.

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

T HE recent growth and enhanced pedagogical activities of the Two-Year and Four-Year College Sections of the National Association of Biology Teachers (NABT) indicate a desire on the part of college faculty members to improve the quality of college biology teaching. NABT's Standards in College Biology Teaching Committee, an ad hoc committee appointed by the president of NABT in 1989, has completed a literature review regarding college biology teaching. After analyzing the literature, this committee made several recommendations and proposed a research agenda. The Standards Committee's review (Gottfried et al. 1993) provided several important questions for the research agenda in college biology teaching. Some of these questions are: Do models for faculty preparation exist? Which institutions are preparing college biology faculty to teach? What form do these programs take? The College Faculty Preparation Committee, a standing committee of the Four-year College Section of NABT, has focused on the above questions during the past two years. Based on personal experiences of the committee members as well as information from the literature, the Faculty Preparation Committee has agreed with several authors (Lawrence et al. 1992; Ebel & McKeachie 1985; Moore 1991) that graduate teaching assistants (GTAs) are used extensively in lower division laboratories and recitation classes and that in many cases the GTAs have more direct contact with undergraduate students than do professors. The Faculty Preparation Committee also accepts the fol-

Training graduate teaching assistants to be better undergraduate physics educators

Universities often depend on their graduate students to be undergraduate physics instructors. These novice teachers need to be trained to be effective in the physics teaching environment. This paper describes and documents the content and fiscal components of a successful graduate student teacher-training programme.

Graduate teaching assistant training in speech communication and noncommunication departments: A national survey

This paper presents the results of a survey assessing the state‐of‐the‐art of Graduate Teaching Assistant (GTA) training. Respondents were department chairs/heads from 270 noncommunication and 69 speech communication departments that routinely hire GTAs to teach courses. Results indicate that speech communication departments are leading the way in the proportion of departments that train but not in the breadth or scope of that training.

A Manual and Practical Guide to Directing Foreign Language Programs and Training Graduate Teaching Assistants

A Manual and Practical Guide to Directing Foreign Language Programs and Training Graduate Teaching Assistants

Preparing Teaching Assistants in Hospitality Management Programs

The need to improve the quality of teaching in our colleges and universities has been well documented in the higher education literature, as well as in the public press. Many recommendations have been made in an attempt to improve the state of higher education. One such recommendation concerns the training of graduate teaching assistants for the classroom experience. Since most graduate programs in hospitality management utilize their graduate students as teaching assistants, this particular area of action will be discussed. A survey was developed to determine the extent to which existing graduate programs in hospitality management depend upon their graduates to teach and the extent to which the students are prepared for their teaching roles. Surveys were mailed to the program heads of all CHRIE member institutions which currently offer graduate degrees. The results of this survey are presented and a general model for training teaching assistants is proposed.

Pre‐ and In‐Service Training of Graduate Teaching Assistants

The Modern Language JournalVolume 64, Issue 4 p. 446-450 Pre- and In-Service Training of Graduate Teaching Assistants JANE BLACK GOEPPER, JANE BLACK GOEPPERSearch for more papers by this authorMARTY KNORRE, MARTY KNORRESearch for more papers by this author JANE BLACK GOEPPER, JANE BLACK GOEPPERSearch for more papers by this authorMARTY KNORRE, MARTY KNORRESearch for more papers by this author First published: Winter 1980 https://doi.org/10.1111/j.1540-4781.1980.tb05221.xCitations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume64, Issue4Winter 1980Pages 446-450 RelatedInformation

Pre- and In-Service Training of Graduate Teaching Assistants

The Modern Language JournalVolume 64, Issue 4 p. 446-450 Pre- and In-Service Training of Graduate Teaching Assistants JANE BLACK GOEPPER, JANE BLACK GOEPPERSearch for more papers by this authorMARTY KNORRE, MARTY KNORRESearch for more papers by this author JANE BLACK GOEPPER, JANE BLACK GOEPPERSearch for more papers by this authorMARTY KNORRE, MARTY KNORRESearch for more papers by this author First published: Winter 1980 https://doi.org/10.1111/j.1540-4781.1980.tb05221.xCitations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume64, Issue4Winter 1980Pages 446-450 RelatedInformation

Hawthorne effect and quality teaching: Training graduate teaching assistants to teach

In this paper we describe our experience with a course entitled ’’Practicum in the Teaching of Physics’’ which was designed to improve the teaching of physics by lab instructors (TA’s) in undergraduate laboratory classes. Although revised and refined over the last six years, the basic concept of the course involving the ’’videotape experience’’ has been retained with tremendous sucess. The possible connection between the success of this course and the famous ’’Hawthorne experiment’’ of Elton Mayo is explored. If valid, this connection has deep and far-ranging consequences for the teaching profession in general and physics teaching in particular.

The Training of Graduate Teaching Assistants: Past, Present, and Future

The Training of Graduate Teaching Assistants: Past, Present, and Future