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ERIC Number: ED334615
Record Type: Non-Journal
Publication Date: 1991-May
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Role of Age and Experience in the Professional Development of Graduate Teaching Assistants: A Research Proposal.
Ferris, Jim
Teaching assistants (TAs) play a considerable role in undergraduate education. Adopting a developmental perspective could lead TA supervisors and other faculty members to facilitate the maturation of their graduate students/TAs into tomorrow's professors more successfully. According to J. Sprague and J. D. Nyquist (1989), there are 4 questions for supervisors to consider in gathering information about where individual TAs are in their development and what leadership and interventions are most appropriate: (1) What are their communication concerns? (2) How do they talk about their discipline? (3) How do they relate to authority? and (4) How do they relate to their students? A proposed study seeks to provide a response to Sprague and Nyquist's (1990) call for descriptive studies of the actual changes that TAs in Speech Communication go through. The longitudinal study will provide a description of the professional development of 12-16 graduate TAs over time (3 full academic years), paying special attention to 3 factors which seem likely to be significant: age, previous teaching experience, and previous other fulltime work experience. The study could lead to an extension of understanding through attempting to apply this model to the ongoing process of development of a number of beginning TAs. The study may provide TA supervisors with some factors to take into account as they consider supervisory strategies, and may also lead to refinements in a model of TA development. (Eighteen references are attached.) (PRA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A