ERIC Number: ED318350
Record Type: RIE
Publication Date: 1989-Nov
Reference Count: 0
Graduate Teaching Assistant (GTA) Training: The View from the Trenches.
Gray, Pamela L.; Buerkel-Rothfuss, Nancy L.
Two hundred seven graduate teaching assistants (GTAs) who had taught for a semester or longer and 322 who had not yet taught responded to a questionnaire concerning their perceptions of GTA training. The questionnaire assessed GTA perceptions and characteristics in seven areas: demographic characteristics and teaching responsibilites; training experiences; evaluations of training experiences; supervision or ongoing/follow-up training activities and evaluations of those follow-up activities; perceptions of their teaching ability and the degree to which training affected that ability; perceived needs as GTAs and the importance of various activities for meeting those needs; and overall satisfaction with their graduate teaching assistantships. Returning GTAs and new GTAs indicated that only about half of them had received or would receive any training for their assistantships. GTAs who had taught generally were satisfied with their assistantship responsibilities, felt that their department's preparation of GTAs to teach was much better than other departments, and rated themselves highly as teachers. Topics the GTAs wanted to have included in training programs were: balancing graduate school and teaching, giving and accepting criticism, handling upset students, classroom ethics, appropriateness of making exceptions to rules, saying "no" to students, and establishing authority. Contains over 100 references. (JDD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Conference on the Training and Employment of Teaching Assistants (2nd, Seattle, WA, November 15-18, 1989). For a related document, see HE 023 427.