Foreign Language Teaching Assistant Training: A Contrastive Analysis of Trainers and Trainees' Perspectives

Autor/inn/en	Soler, Inmaculada Gómez; Tecedor, Marta
Titel	Foreign Language Teaching Assistant Training: A Contrastive Analysis of Trainers and Trainees' Perspectives
Quelle	In: Hispania, 101 (2018) 1, S.38-54 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Trainees; Trainers; Teaching Assistants; Doctoral Programs; Graduate Students; Second Languages; Higher Education; Educational Practices; Educational Objectives; Beliefs; Technology Integration; Cultural Literacy; Performance Factors; Teacher Surveys; Student Surveys; Coordinators; Statistical Analysis; Qualitative Research; Training; Observation + Suchen Sie Ihr Suchwort? Auszubildender; Weibliche Auszubildende; Ausbildungslehrer; Trainer; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Second language; Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Belief; Glaube; Leistungsindikator; Schülerbefragung; Koordinator; Statistische Analyse; Qualitative Forschung; Ausbildung; Beobachtung
Abstract	This study explores current practices of teaching assistant (TA) training in doctoral-granting institutions and expands on previous studies by exploring the views of both faculty and graduate students involved in the process. Our overall goal is to determine whether training practices and goals have changed and, if so, to what extent, in order to reflect the changing objectives of the foreign language (FL) field in the last decades--objectives that involve the development of translingual and transcultural competence and the integration of twenty-first-century skills. We conducted a nationwide survey of Spanish departments that focused on three main areas: language, culture, and technology. Results indicate that TA training is based on immediate teaching needs and lacks long-term goals of professionalization and that there are substantial differences in opinion between TAs and faculty in charge of the training regarding its effectiveness. We argue that our findings have direct implications for the revitalization of TA education since only when TAs are trained to fully integrate culture and language and incorporate technology in meaningful ways in lower-level courses will FL departments be able to strive for the desired integrated curriculum. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01