Graduate Teaching Assistant Concerns in a Large, Urban University: Instruction, Management, and Relationships

• In Event: A Continuum of Faculty Experiences: Teaching at Different Ranks

Abstract

Graduate Teaching Assistants (GTAs) play a significant role in higher education. A lack of effective training for some GTAs has resulted in GTAs being underprepared to manage a variety of instructional and interpersonal challenges common to higher education instruction. The purpose of this study was to explore how GTAs from multiple disciplines in a large, urban university perceived challenges in their classrooms. Using a content analysis, researchers examined 1129 GTA concerns and coded them into categories. Results indicated concerns related to instruction, classroom management and relationship building. This study uses the voices of GTAs to detail concerns and offers suggestions for GTA professional development.

Authors

• Elisabeth K. Rice, The George Washington University

• Brian W Ernest, Montana State University - Billings

• Adelaide R. Kelly-Massoud, American University

• Emily Baker, The George Washington University