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ERIC Number: EJ1208613
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1089-9995
Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs
Teasdale, Rachel; Ryker, Katherine; Bitting, Kelsey
Journal of Geoscience Education, v67 n1 p64-82 2019
In response to calls for reformed teaching practices in college STEM labs and courses, and to support graduate teaching assistants (GTAs) in their general teaching responsibilities, other STEM disciplines have recently increased their focus on GTA training and preparation. However, current practices in GTA training in the geosciences and geoscience faculty values regarding GTA teaching preparation have not been documented. In this study, survey results are used to compile the roles of GTAs in geoscience departments as well as the types and extent of training in which they participate with respect to teaching professional development (PD). Responses indicate that most GTA training depends on the instructor supervising the course (57%), with more formal GTA training coming from university or departmental requirements. Survey results suggest that some barriers to implementing GTA training are similar to those found for faculty teaching PD, including time and funding, along with unsupportive departmental culture. Responses also indicate that although faculty generally rate teaching PD as important for their GTAs, those values do not correlate strongly with the amount of training their department currently provides.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A