NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ779695
Record Type: Journal
Publication Date: 2007-Dec
Pages: 15
Abstractor: Author
Reference Count: 32
ISSN: ISSN-1363-6820
What Do Graduate Teaching Assistants' Perceptions of Pedagogy Suggest about Current Approaches to Their Vocational Development?
Gunn, Vicky
Journal of Vocational Education and Training, v59 n4 p535-549 Dec 2007
This paper explores the current assumptions behind vocational training for graduate teaching assistants at a large, urban, research-led UK university. Through qualitative evaluation it reflects on the perceptions of participants on a graduate teaching assistant "learning and teaching module" in terms of an interpretation of their views on pedagogic practice. These reflections suggest that three of the assumptions upon which GTA training has been, and still is, predicated view the process in a relatively simplistic manner. The paper suggests that the pedagogic socialization process has been inaccurately homogenized as a postgraduate issue, ignoring the possibility that relatively sophisticated perceptions of good teaching practice are already firmly in place when a graduate enters a doctoral programme. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom