ERIC Number: EJ1011266
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reference Count: 79
Teaching Assistant Development through a Fresh Lens: A Self-Determination Framework
Hardre, Patricia L.
Journal of Faculty Development, v27 n2 p52-61 May 2013
Self-determination Theory (SDT) presents critical constructs and processes for understanding and improving human learning and development. Though actively utilized as a theoretical framework for K-12 and adult training research, it has been virtually ignored in TA professional development design and research. Self-determination and the process of internalization present tremendous potential not only for informing individual TA learning and skill development, but also for addressing the contextual and organizational issues that present historic challenges to effective TA development programs. It presents this potential because it frames an integrative model for understanding both internal and external factors to explain human action, which informs a systemic perspective on TA development and practice. While we can draw principles for the value of SDT for TA development from other contexts, direct and intentional research is needed on a host of issues related to SDT in TA professional development. This chapter examines the research done in SDT on which TA development can draw productively, and generates questions and directions for explicit research on TAs that can further build knowledge development for scholars and practitioners.
Descriptors: Teaching Assistants, Self Determination, Professional Development, Learning Processes, Skill Development, Models, Learning Theories, Personal Autonomy, Student Motivation, Teaching Skills
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A