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ERIC Number: EJ1124444
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0015-718X
Saying vs. Doing: A Contradiction in the Professional Development of Foreign Language Teaching Assistants
Angus, Katie
Foreign Language Annals, v49 n4 p819-835 Win 2016
Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs' perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and expanded on Brandl (2000) and Gonglewski and Penningroth (1998), who surveyed FL TAs about their perceptions of professional development opportunities. Using both quantitative and qualitative data from a nationwide online questionnaire completed by TAs (N = 94) and follow-up Skype interviews (N = 9), the present study gave a voice to TAs by asking them which professional development opportunities they valued and what constraints limited their participation. TAs exhibited an apparent lack of awareness about the possible responsibilities of their future careers and the evaluation criteria used in academia, resulting in a disconnect between the professional development opportunities in which they participated and those that would actually prepare them for the long term. In light of TAs' perceptions and practices, recommendations are provided to enhance future TA professional development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A