The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students

Autor/inn/en	Jordan, Katy; Howe, Christine
Titel	The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students
Quelle	In: Teaching in Higher Education, 23 (2018) 4, S.504-521 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Katy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1414787
Schlagwörter	Doctoral Programs; Graduate Students; Teaching Assistants; Foreign Countries; Online Surveys; Mixed Methods Research; Undergraduate Students; Teaching Methods; Likert Scales; Undergraduate Study; United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Grundstudium
Abstract	Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge were invited to participate in an online survey (n = 153). Teaching is seen to offer a wide range of benefits to GTAs, including benefits to the GTAs' own research, transferable skills development, career development and teaching skills. Time pressures emerged as the principal problem associated with the role. The data are consistent with findings from previous studies, while also providing further detail about the nature of the benefits and problems. In particular, additional insights are offered relating to benefits and problems associated with different teaching activities, and disciplinary differences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01