Graduate Teaching Assistants’ Facetime: The How, When and Effects of Facetime

• In Event: Graduate Students, GTAs, and First Year Teachers: Managing Support, Stress, and Tensions

Abstract

Facetime, or the visible time spent at work, has come to recent attention due to pressure to abandon old practices that require presence at work. Current GTAs (N = 94) indicated they receive facetime information through criticisms, questions, teasing, praise, rules of thumb, and through passive methods. This information comes primarily through face-to-face interactions with other GTAs in the department. Finally, social support partially mediates the relationship between facetime and teaching efficacy research productivity.

Authors

• Katie Dunleavy, La Salle University

• Allison Freeman, La Salle University