NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED257061
Record Type: RIE
Publication Date: 1985-Mar
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teaching Assistants as Teachers and Writers: Developmental Issues in TA Training.
Tirrell, Mary Kay
Courses for new instructors of composition--teaching assistants--can be conceptualized to view learning and teaching as a continuing and reciprocal process. Various psychologists, including Piaget and Lev Vygotsky, show phases in the development of conceptual learning. This theoretical base may be used as a starting point for a course for teaching assistants. To take a developmental stance in a classroom, the teacher needs to be aware that, while students may have reached a stage where they have the ability to carry out conceptual thinking, they may not always do it very well. To evaluate students in a writing class, teachers must be aware of the difference ecological psychologists make between the term molecular activity and molecular activity itself. This awareness can assist the growth of the teaching assistant/student as well. The training classroom has a resonance of its own. Graduate students are hired to teach composition because they themselves are writers. Practice leads to the construction of theory, which in turn leads to new practice. Departments that educate writing teachers ought to do so from the perspective that links three theories: a theory of knowledge, a theory of instruction, and a theory of development. (DF)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985).