A Pilot Study on Graduate Teaching Assistants Teaching Preparation

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Interrogating the Graduate Student Experience: Identity, Family Support, Academics, and Teaching (Table 10)

Abstract

In the previous studies on GTAs and GTA training, the focus was often on designing pedagogical support, language scaffolding, and intercultural adaptation. We offer a new perspective to treat GTAs as new employees in higher education and study their needs from the lens of professional development, aiming to enhance GTAs' teaching identity and self-efficacy through training and improvements in their professional skills. This pilot study analyzed the survey responses from three GTAs at a public university located in the southern part of the United States. Data analysis results indicated that GTAs take various job responsibilities other than teaching, training in professional content (e.g., university policies) are more helpful than non-professional content (e.g., living guide), and GTAs expect to receive individualized professional mentorship in their work.

Authors

• Jiabei Xu, Florida State University
  Presenting Author

• Chaewon Kim, Florida State University
  Non-Presenting Author