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ERIC Number: ED143274
Record Type: RIE
Publication Date: 1976-Oct
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teacher Training Takes Many Forms for Graduate Student TA's at U. Comment, Number 27.
Peterson, Nancy A.
Programs designed to improve the teaching skills of graduate students may serve two purposes: (1) to improve the quality of teaching received by undergraduates enrolled in courses taught by graduate student teaching assistants, and (2) to help prepare the graduate student for future professional teaching responsibilities. Several academic units at the University of Minnesota conduct programs intended to help meet these goals: the College of Agriculture has a regularly scheduled course on effective teaching in a college of agriculture; the College of Biological Sciences provides supervised training for teaching assistants in the laboratory; the College of Education's Center for Economic Education holds seminars and provides systematic feedback to graduate assistants, and the Institute of Child Development has teaching seminars and teaching apprenticeships; the General College has both teaching apprenticeships and an independent teaching experiment; in the College of Letters and Science in Duluth, the Chemistry Department holds a prefall quarter workshop for TA's, and the English Department trains teachers for introductory composition and has a workshop and seminars for instructors of a second-quarter writing course; in the College of Liberal Arts, the Economics, English, History, German, Psychology, and Spanish and Portugese Departments offer training with a variety of approaches; the School of Mathematics at the Institute of Technology has a prefall workshop for new TA's; and the university at Duluth has a half-day workshop for assistants from all departments. (MSE)
Center for Educational Development, 317 Walter Library, University of Minnesota, Minneapolis, Minn. 55455
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Center for Educational Development.
Note: Page 8 may be marginally legible due to small print