Cues, Emotions and Experiences: How Teaching Assistants Make Decisions about Teaching

Autor/inn/en	Marquis, Elizabeth; Cheng, Breagh; Nair, Mythili; Santinele Martino, Alan; Roxå, Torgny
Titel	Cues, Emotions and Experiences: How Teaching Assistants Make Decisions about Teaching
Quelle	In: Journal of Further and Higher Education, 44 (2020) 1, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marquis, Elizabeth) ORCID (Santinele Martino, Alan) ORCID (Roxå, Torgny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1499882
Schlagwörter	Cues; Decision Making; Nonverbal Communication; Foreign Countries; Teaching Assistants; Graduate Students; Undergraduate Students; Audio Equipment; Educational Experience; Teaching Methods; Career Education; Higher Education; Student Attitudes; Emotional Response; Teacher Student Relationship; Canada + Suchen Sie Ihr Suchwort? Stichwort; Decision-making; Entscheidungsfindung; Non-verbal communication; Nonverbale Kommunikation; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Audio-CD; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitslehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Kanada
Abstract	Scholars of teaching and learning have increasingly acknowledged the significance of attending to the experiences and development of undergraduate and graduate student teaching assistants (TAs). The present study aims to contribute to this growing body of research by exploring the ways in which TAs at one Canadian university make decisions during and about their teaching. Drawing on data from semi-structured interviews, which were supported and supplemented by audio-recordings and observations of participants' teaching wherever possible, we consider what cues, factors, experiences and relationships shape and inform TAs' thinking and actions as educators, as well as how these junior instructors experience the process of making decisions while teaching. Ultimately, the findings suggest the need for more sustained attention to both the immediate, concrete processes of teaching in university classrooms and the affective components of this work, laying the groundwork for new branches of research and development focused on early-career educators in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01