The Graduate Teaching Assistant (GTA): Lessons from North American Experience

Autor/in	Park, Chris
Titel	The Graduate Teaching Assistant (GTA): Lessons from North American Experience
Quelle	In: Teaching in Higher Education, 9 (2004) 3, S.349-361 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Graduate Students; Conflict; Teaching Assistants; Foreign Countries; North Americans; Professional Development; Mentors; Reflective Teaching; Higher Education; Self Concept + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Konflikt; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept
Abstract	The employment of graduate students on a part-time basis to help with the teaching of undergraduates is growing in the UK and many higher education institutions are confronted with challenges about how best to do this. UK institutions have much to learn from North American experience of appointing graduate teaching assistants (GTAs), and this paper seeks to highlight key lessons by reviewing published literature on the use of GTAs in North America. After sketching out the emerging context in the UK, some important implications of North American experience in the selection and preparation, training, supervision and mentoring of GTAs are explored. The paper also identifies lessons relating to practical issues (including communication and managing conflict), personal issues (including reflective practices, and issues of identity and self-worth) and professional development issues (including GTAs as aspiring academics and the ambiguity of the GTA role). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10