Training graduate teaching assistants in the geosciences: Our practices vs. perceived needs
Training graduate teaching assistants in the geosciences: Our practices vs. perceived needs
复制标题
培训地球科学研究生助教：我们的实践与感知的需求
DOI：
10.1080/10899995.2018.1542476
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发表时间：
2016
影响因子：
--
通讯作者：
Kelsey S. Bitting
中科院分区：
文献类型：
--
作者：
R. Teasdale;K. Ryker;Kelsey S. Bitting
为了响应大学STEM实验室和课程改革教学实践的呼吁，并支持研究生助教（GTA）履行其一般教学职责，其他STEM学科最近增加了对GTA培训和准备的关注。然而，目前的做法，在一般临时助理培训地球科学和地球科学教师的价值观，关于一般临时助理教学准备还没有记录。在这项研究中，调查结果被用来编译的GTA在地球科学部门的作用，以及培训的类型和程度，他们参与教学专业发展（PD）。答复表明，大多数一般临时助理人员的培训都是由教员指导课程（57%），而更多的正式一般临时助理人员培训是根据大学或部门的要求进行的。调查结果表明，实施GTA培训的一些障碍与教师教授PD的障碍相似，包括时间和资金，沿着不支持的部门文化。回应还表明，虽然教师普遍率教学PD为重要的GTA，这些值并不强烈相关的部门目前提供的培训量。
Abstract In response to calls for reformed teaching practices in college STEM labs and courses, and to support graduate teaching assistants (GTAs) in their general teaching responsibilities, other STEM disciplines have recently increased their focus on GTA training and preparation. However, current practices in GTA training in the geosciences and geoscience faculty values regarding GTA teaching preparation have not been documented. In this study, survey results are used to compile the roles of GTAs in geoscience departments as well as the types and extent of training in which they participate with respect to teaching professional development (PD). Responses indicate that most GTA training depends on the instructor supervising the course (57%), with more formal GTA training coming from university or departmental requirements. Survey results suggest that some barriers to implementing GTA training are similar to those found for faculty teaching PD, including time and funding, along with unsupportive departmental culture. Responses also indicate that although faculty generally rate teaching PD as important for their GTAs, those values do not correlate strongly with the amount of training their department currently provides.
影响因子：
5
作者：
Oleson, Amanda;Hora, Matthew T.
通讯作者：
Hora, Matthew T.