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ERIC Number: ED315012
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
Changes in Teaching Assistant Concerns over Time.
Ronkowski, Shirley
The study examined the teaching concerns of university teaching assistants (TAs) and attempted to identify changes in the ways in which TAs think about teaching as they become more experienced. The study surveyed 145 first-time TA appointees at the University of California, Santa Barbara, and 79 more experienced TAs from a wide variety of the university's departments. After a few background questions, the survey then presented F.R. Fuller's open-ended question from the Teaching concerns Statement (Fuller & Case, 1972; Fuller, Parsons & Watkins, 1974) encouraging expression of concerns about teaching. Nine categories of concerns were identified and grouped into three categories: (1) survival stage/adequacy concerns (e.g., what is expected of me?); (2) mastery stage/student learning concerns (e.g., How do I deal with student attitudes?); and (3) impact stage/improvement concerns (e.g., How can I foster critical thinking and learning for its own sake?). The study found stage one concerns to be dominant, not only for the first-time TAs, but also for the experienced TA group whose adequacy concerns were focused more on the system and the teaching situation. Only for TAs with 10 or more quarters of TA experience did stage two concerns begin to outnumber stage one concerns; for all TAs there was a notable lack of stage three concerns. Results suggest the need for further development and training of experienced TAs. (DB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A