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TA Training The Importance of Peer to Peer Mentorship in a TA Training Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	TA Training The Importance of Peer to Peer Mentorship in a TA Training Program./
Author:	Duston, Trevor Byran.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30420378click for full text (PQDT)
ISBN:	9798379525507

TA Training The Importance of Peer to Peer Mentorship in a TA Training Program.
Duston, Trevor Byran.

TA Training The Importance of Peer to Peer Mentorship in a TA Training Program. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Arizona State University, 2023.

Includes bibliographical references

Current economic and social realities of higher education have placed increasing emphasis on using Teaching Assistants (TAs) in the classroom. However, missing from the discussion is how prepared these TAs are for the rigors of teaching and the effects of the increasing emphasis on their education and the education of their future students. To better understand the process a TA underwent to learn to teach in a higher education classroom, the following study explores what teaching assistants within a Writing Program (WP) at a research-one university say about how they learned to teach writing. The study aims to explore what strategies future TAs relied on and how they experienced their training to teach in hopes of exploring the problem space of learning to teach writing. The literature review explores some themes researched in the history of TA training. The study itself is a focus group of 9 Graduate Student TAs at a research one facility. The research suggests that the complex negotiation of learning to teach is situated within the framework of multiliteracies in that future TA's utilize available designs from all over their lived experiences, design them for their own course, and eventually redesign their courses and pedagogies with selected available designs. This research offers new ways to conceptualize TA training and make it more scalable to better serve future TA's.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379525507Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

LiteraciesIndex Terms--Genre/Form:

542853
Electronic books.

TA Training The Importance of Peer to Peer Mentorship in a TA Training Program.
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500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
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504 $a Includes bibliographical references
520 $a Current economic and social realities of higher education have placed increasing emphasis on using Teaching Assistants (TAs) in the classroom. However, missing from the discussion is how prepared these TAs are for the rigors of teaching and the effects of the increasing emphasis on their education and the education of their future students. To better understand the process a TA underwent to learn to teach in a higher education classroom, the following study explores what teaching assistants within a Writing Program (WP) at a research-one university say about how they learned to teach writing. The study aims to explore what strategies future TAs relied on and how they experienced their training to teach in hopes of exploring the problem space of learning to teach writing. The literature review explores some themes researched in the history of TA training. The study itself is a focus group of 9 Graduate Student TAs at a research one facility. The research suggests that the complex negotiation of learning to teach is situated within the framework of multiliteracies in that future TA's utilize available designs from all over their lived experiences, design them for their own course, and eventually redesign their courses and pedagogies with selected available designs. This research offers new ways to conceptualize TA training and make it more scalable to better serve future TA's.
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538 $a Mode of access: World Wide Web
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650 4 $a Curriculum development. $3 684418
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653 $a Peer mentorship
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