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The Graduate Teaching Assistant (GTA): lessons from North American experience.

Park, Chris (2004) The Graduate Teaching Assistant (GTA): lessons from North American experience. Teaching in Higher Education, 9 (3). pp. 349-361. ISSN 1356-2517

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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).

Item Type: Article
Journal or Publication Title: Teaching in Higher Education
Additional Information: The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 9 (3), 2004, © Informa Plc
Subjects: L Education > L Education (General)
Departments: Faculty of Science and Technology > Lancaster Environment Centre
VC's Office
ID Code: 120
Deposited By: Professor Chris Park
Deposited On: 03 Feb 2006
Refereed?: Yes
Published?: Published
Last Modified: 26 Sep 2016 00:00
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/120

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