Literaturnachweis - Detailanzeige
| Autor/in | Collins, Jo |
|---|---|
| Titel | Navigating the Contact Zone: Postcolonial Graduate Teaching Assistants' Experiences in a UK Higher Education Institution |
| Quelle | In: Teaching in Higher Education, 26 (2021) 3, S.404-421 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Collins, Jo) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2021.1881774 |
| Schlagwörter | Postcolonialism; Graduate Students; Foreign Students; Teaching Assistants; Student Experience; Student Adjustment; Acculturation; Socialization; Social Support Groups; Sense of Community; Student College Relationship; Foreign Countries; United Kingdom (England) |
| Abstract | International Graduate Teaching Assistants (GTAs) have often been characterised as lacking training, skills, English language proficiency and knowledge of the 'host' education system. In this study, a group of 18 GTAs from postcolonial countries were interviewed, to explore their perceptions of transitioning into UK higher education teaching at one institution. I use the Contact Zone as a framework to understand these GTAs' experiences. The Contact Zone lens shows that GTAs are actively bringing resources and experiences to teaching, rather than 'lacking'. By focusing on a sub-group of GTAs from postcolonial countries, this research challenges the notion that international GTAs constitute a homogenous category. (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 | 2024/1/01 |
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