Park, Chris (2004) The Graduate Teaching Assistant (GTA): lessons from North American experience. Teaching in Higher Education, 9 (3). pp. 349-361. ISSN 1356-2517Full text not available from this repository.
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).
|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|
|Deposited By:||Professor Chris Park|
|Deposited On:||03 Feb 2006|
|Last Modified:||19 Feb 2017 00:01|
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