Teaching Assistant Fundamentals: A Model of Training and a Conceptual and Practical Framework

• In Event: Doctoral Curriculum (Re)Design and Assessment

Abstract

Teaching assistants (TA) represent a large portion of higher education instructors, and graduate students are often first-time instructors when they are required to be teaching assistants. However, despite the importance of graduate student instructors, little empirical work has focused on TA training and developing an underlying conceptual framework. This study uses a case study approach to analyze one teaching assistant training program. Results revealed that a multi-method approach to training teaching assistants through a combination of orientation, online modules, and mentorship programs. Moreover, using grounded theory, we qualitatively derive themes for a conceptual yet practical framework for teaching assistant training programs: a) just-in time learning, b) self-regulation, c) zone of proximal development, d) feedback, and e) learning community.

Authors

• Carlton Jing Fong, The University of Texas - Austin

• Joanna Angeline Gilmore, The University of Texas - Austin