首页>
外文学位
>The individual graduate teaching assistant negotiating current preparation models: A case study of four composition graduate teaching assistants.
【24h】
The individual graduate teaching assistant negotiating current preparation models: A case study of four composition graduate teaching assistants.
Graduate teaching assistants are common fixtures on college campuses, and their roles encompass a wide range of duties, including supervising labs, working alongside mentors, and teaching a variety of beginner courses to students. It is common practice in the field of composition and rhetoric, for example, to employ second year master's students as instructors of college writing courses. Because these GTAs are not assistants like the title implies but the teacher of record for their courses, university preparation programs serve as an important site for new teacher training. A large body of studies documents the common elements and techniques used to train GTAs in composition studies; however, only a small number of empirical studies have been conducted to investigate the relationship between these elements, practica, pedagogy courses, and apprenticeships, for example, and the GTA experience (Latterell, 1996; Liggett, 1999; Ebest, 2005). Moreover, existing studies rarely highlight the significance of genetic and environment interaction in understanding GTA life and training.;The following qualitative research project incorporates a combination of the case study method of Stake (1995) and the method of constant comparison outlined by Glaser and Strauss (1967) to provide a systematic account of the lived experiences and preparation of graduate teachers of composition studies. The participants included four second year master's students working as GTAs in the English department of a large research university. Each participant was identified as "novice" with no prior teaching experience, and each participated in the university's training program (including a mentor program, pedagogy courses, an orientation, and a practicum) the previous year. Using data gathered from interviews, journals, and questionnaires, the present study examines the field specific demands and struggles acknowledged by the participants and considers how well the institutional preparation provided was suited to meet those demands. The study takes as its lens the b/p/s model used by psychologists, and those in other medical fields, to emphasize the significance of the genetic and environment interaction in understanding the lived experiences and preparation of composition GTAs.
展开▼
机译：研究生助教是大学校园中的常用设备，其职责包括监督实验室，与导师并肩工作以及为学生教授各种初学者课程等广泛职责。例如，在作文和修辞学领域中，通常的做法是聘用二年级硕士生作为大学写作课程的讲师。由于这些GTA并非像标题中所暗示的那样是助手，而是其课程的记录老师，因此大学预科课程是新老师培训的重要场所。大量研究记录了在成分研究中训练GTA的通用要素和技术。然而，仅进行了很少的实证研究来研究这些要素，实践，教育学课程和学徒与GTA经验之间的关系（Latterell，1996； Liggett，1999； Ebest，2005）。此外，现有的研究很少强调遗传和环境相互作用对理解GTA生活和训练的重要性。;以下定性研究项目结合了Stake（1995）的案例研究方法和Glaser和Strauss概述的不断比较方法（1967）提供了生活经历和作文研究的研究生教师的系统描述。参加者包括在大型研究型大学的英语系担任GTAs的四名二年级硕士生。每个参与者都被认为是没有新的教学经验的“新手”，并且每个人都参加了上一年的大学培训计划（包括导师计划，教学法课程，定向和实习）。本研究使用从访谈，期刊和调查表中收集的数据，研究了参与者认可的特定领域需求和奋斗状况，并考虑了所提供的体制准备如何满足这些需求。这项研究以心理学家和其他医学领域的b / p / s模型为视角，强调遗传和环境相互作用对理解生活经验和制备GTAs的重要性。
展开▼
