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THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTSLawson, Emily M 01 August 2019 (has links)
In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.
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Learning to teach: Teaching assistants (TAs) learning in the workplaceKorpan, Cynthia Joanne 19 September 2019 (has links)
Through an exploratory qualitative, interpretive frame that employed an ethnographic methodological approach, this research focuses on teaching assistants (TAs) teaching in a lab, tutorial, or discussion group. Nine TAs share their learning journey as they begin teaching in higher education. The theoretical lens that frames this research is workplace learning. Interviews, observations, video-recordings, field notes, and learning diaries were subjected to thematic analysis, looking for dominant themes associated to TAs’ characteristics, their learning process related to teaching, and the knowledge they developed about teaching and student learning. Key findings include the recognition that TAs bring robust conceptions and dispositions to their first teaching position that is approached from a student subject position as they are becoming teachers. As TAs are being teachers, they control their self-directed learning process as they make decisions on-the-fly within a diverse learning environment that ranges from expansive to strategic to restrictive affordances. Coupled with a discretionary reflective practice, TAs’ knowledge development about teaching and student learning is solely dependent upon their experience, making forthcoming development of knowledge about teaching and student learning relegated to chance. This focus on TAs’ learning in the workplace illuminates the need for a deep learning approach to learning about teaching and student learning that needs to begin with graduate students’ first appointment as a TA. In addition, this deep learning approach needs to be encased in an expansive learning environment that provides opportunities for continuous support through various forms of mentorship, instruction, and development of reflective practice. / Graduate
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Learning to teach, teaching to learn the lived experience of international teaching assistants at a Midwestern university /Holland, V. Lynne Bates. January 2008 (has links)
Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains xii, 270 p. Includes bibliographical references.
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An exploratory study of graduate assistantships and an assessment of the value of these assistantships for beginning college teaching.Clark, Mildred L. January 1963 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University. / Includes tables. Typescript; issued also on microfilm. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Robert L. Thorndike. Includes bibliographical references (leaves 286-288).
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A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehensionWernicke, Helga, January 2005 (has links) (PDF)
Thesis (M.A. in communication)--Washington State University. / Includes bibliographical references.
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Repair in the lab hour second language interactions between Korean TAs and native English-speaking students /Kim, Jeong-Yeon, Streeck, Jürgen, January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jürgen Streeck. Vita. Includes bibliographical references. Also available from UMI.
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Recreation professionals' preferences for resume content for prospective graduate assistantsJamriska, James Thomas. January 2004 (has links)
Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 36-38). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Recreation professionals' preferences for resume content for prospective graduate assistantsJamriska, James Thomas. January 2004 (has links)
Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 36-38).
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Environments that encourage mathematics graduate teaching assistants the effects of institution type and availability of training /Latulippe, Christine Lynn. January 2007 (has links) (PDF)
Thesis (Ph. D.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Linda Simonsen. Includes bibliographical references (leaves 93-98).
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The relationship between graduate teaching assistant instructor expertise and algebra performance of college studentsChilds, Karla Marie, Barger, Rita. January 2006 (has links)
Thesis (Ph. D.)--School of Education and Dept. of Mathematics. University of Missouri--Kansas City, 2006. / "A dissertation in curriculum and instruction and mathematics." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 30, 2007. Includes bibliographical references (leaves 89-97). Online version of the print edition.
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