In-Service Development for Graduate Teaching Assistants: A Blended-Learning and Formative Approach

Autor/inn/en	Santandreu Calonge, David; Chiu, Patrio; Thadani, Dimple R.; Mark, Kai Pan; Pun, Cecilia F. K.
Titel	In-Service Development for Graduate Teaching Assistants: A Blended-Learning and Formative Approach
Quelle	In: Journal of University Teaching and Learning Practice, 8 (2011) 3, Artikel 3 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Blended Learning; Distance Education; Formative Evaluation; Learning Strategies; Active Learning; Foreign Countries; Learning Experience; Teaching Assistants; Inservice Teacher Education; Facilitators (Individuals); Teaching Skills; Outcome Based Education; Graduate Students; Alignment (Education); Teaching Methods; Participant Satisfaction; Student Teaching; Instructional Effectiveness; Teaching Models; Program Descriptions; China; Hong Kong + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktives Lernen; Ausland; Lernerfahrung; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernerfolgsmessung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Unterrichtserfolg; Lehrmodell; Hongkong
Abstract	Graduate Teaching Assistants (GTAs) are front-line facilitators with first-hand contact with students. They play an important role in providing an engaging learning experience for undergraduate and postgraduate students. However, most of them have not received adequate training and guidance in teaching. This paper reports on an intensive and compulsory education development course for postgraduate students, which aims to prepare them for their upcoming teaching role whilst they are still research students. The course provides an introduction to the basic theoretical knowledge and practical skills required before they begin to take up teaching responsibilities at the University, in a Chinese (Hong Kong/Mainland China) and English Medium Instruction context. Blended learning technologies, active learning strategies, formative assessment and an outcomes-based approach are extensively used throughout the course to enable and encourage participation and collaboration. To measure the outcome performance of the course in alignment with the University's strategic goals, a number of key performance indicators are assessed. The result shows that students found the course very useful and the blended instructional methods used facilitated the achievement of the Intended Learning Outcomes. (Contains 6 figures and 6 tables.) (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10