Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

Autor/inn/en	Parker, Michele A.; Ashe, Diana; Boersma, Jess; Hicks, Robert; Bennett, Victoria
Titel	Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute
Quelle	In: Canadian Journal of Higher Education, 45 (2015) 3, S.84-110 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Teaching Assistants; Graduate Students; Training; Institutes (Training Programs); Mentors; Feedback (Response); Student Motivation; Lesson Plans; Student Teaching; Educational Quality; Volunteer Training; Teacher Education Programs; Observation; Blended Learning; Experiential Learning; Teaching Skills; Skill Development; Seminars; Questionnaires; Pretests Posttests; Attitude Change; Likert Scales; North Carolina + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausbildung; Sommerakademie; Schulische Motivation; Lesson planning; Unterrichtsplanung; Teaching practice; Unterrichtspraxis; Quality of education; Bildungsqualität; Freiwilliges Betriebspraktikum; Beobachtung; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Seminar; Fragebogen; Attitudinal change; Einstellungsänderung; Likert-Skala
Abstract	Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is vital, as many will become the next generation of faculty. This paper discusses the literature on effective training programs, which underscores the importance of consistent feedback from mentors, intrinsic motivation, and practical applications. Afterwards, we examine an existing training program at the University of North Carolina Wilmington. Specifically, we focus on an institute for teaching assistants that helps graduate students understand applied learning as an effective pedagogical modality and helps them implement applied learning lesson plans tailored to their disciplines. Suggestions for strengthening training programs are discussed. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01