Pre-Service International Teaching Assistant's (ITA's) Investments in Their ITA Training Course: A Multiple Case Study

Autor/in	Anderson, Roger
Titel	Pre-Service International Teaching Assistant's (ITA's) Investments in Their ITA Training Course: A Multiple Case Study
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 3, S.175-198 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Teaching Assistants; Foreign Students; Teaching Experience; Case Studies; Preservice Teachers; Student Attitudes; Student Diversity; Teaching Methods; Role Models; Departments; Experiential Learning; Undergraduate Students; Teacher Education; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Language Teachers; Intelligibility; Pronunciation; Cultural Differences; Student Characteristics; Asians; Chinese Americans; Work Ethic; Teaching (Occupation); Student Needs; Comparative Analysis; Career Choice + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikationsfigur; Department; Abteilung; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Language teacher; Sprachunterricht; Aussprache; Kultureller Unterschied; Asian; Asiat; Asiatin; Asiaten; Asiate; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Arbeitsethos; Teaching; Lehrberuf
Abstract	Research has focused almost exclusively on International Teaching Assistants'(ITA) experiences as instructors, overlooking the ITA training class. This has led to the marginalization of Pre-Service ITAs in the literature. The locus of potentially important learning, a descriptive, multiple case study examined the investment (Darvin & Norton, 2015) of three Pre-Service ITA's in their ITA training class over one semester at a large US university. Data included ITA's weekly journals, individual interviews/stimulated recalls, class assignments, and field notes from classroom observations. Findings are presented as portraits of real, multifaceted ITA's, then from cross-case analyses. Participants experienced the same course very differently, impacted most prominently by their ITA educators' teaching approach, their exposure to teaching role models, and their home department structures. Recognizing the incredible diversity ITA's represent, pedagogical implications suggest an "intense exposure experience" or teaching-training focused pedagogy be implemented--instead of test-centric pedagogies, situating ITA's learning within un-simulated spaces with real undergraduates. [Note: The page range (175-192) shown on the PDF is incorrect. The correct page range is 175-198.] (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01