为一年级研究生助教提供支持:他们真正需要什么?

IF 1.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Physical Education Pub Date : 2023-12-13 DOI:10.1123/jtpe.2023-0043
Sheri J. Brock, Brenna Cosgrove Miller, Nikki Hollett, Jessica R. Grimes, Michele Moore
{"title":"为一年级研究生助教提供支持:他们真正需要什么?","authors":"Sheri J. Brock, Brenna Cosgrove Miller, Nikki Hollett, Jessica R. Grimes, Michele Moore","doi":"10.1123/jtpe.2023-0043","DOIUrl":null,"url":null,"abstract":"<p><em><strong>Purpose:</strong></em> Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs’ lived experiences and how departments can best prepare GTAs. <em><strong>Method:</strong></em> Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. <em><strong>Results:</strong></em> Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. <em><strong>Discussion/Conclusion:</strong></em> Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Providing Support to First-Year Graduate Teaching Assistants: What Do They Really Need?\",\"authors\":\"Sheri J. Brock, Brenna Cosgrove Miller, Nikki Hollett, Jessica R. Grimes, Michele Moore\",\"doi\":\"10.1123/jtpe.2023-0043\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><em><strong>Purpose:</strong></em> Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs’ lived experiences and how departments can best prepare GTAs. <em><strong>Method:</strong></em> Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. <em><strong>Results:</strong></em> Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. <em><strong>Discussion/Conclusion:</strong></em> Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support.</p>\",\"PeriodicalId\":50025,\"journal\":{\"name\":\"Journal of Teaching in Physical Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in Physical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1123/jtpe.2023-0043\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Physical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1123/jtpe.2023-0043","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

目的:研究生助教(GTA)在大学课程的实施过程中往往扮演着至关重要的角色,但他们可能缺乏教学经验。本研究旨在探讨研究生助教在大学教学第一学期的感受。具体而言,我们将描述 GTA 的生活经历,以及各院系如何为 GTA 做好最佳准备。方法:美国一所大学的四名一年级 GTA 参与了研究。数据收集包括参与者日志、焦点小组访谈和个别访谈。研究结果以情景学习理论为理论框架,数据来源产生了四个主题。一般临时助理报告了积极的经历,因为他们得到了充分的支持,对他们的期望得到了概述,进行了体验式学习,并通过建立常规增加了信心。讨论/结论:研究结果表明,一般临时助理可以在指导、资源和支持下适应新大学和新职责。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Providing Support to First-Year Graduate Teaching Assistants: What Do They Really Need?

Purpose: Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs’ lived experiences and how departments can best prepare GTAs. Method: Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. Results: Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. Discussion/Conclusion: Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Teaching in Physical Education
Journal of Teaching in Physical Education 社会科学-运动科学
CiteScore
4.20
自引率
21.40%
发文量
69
审稿时长
>12 weeks
期刊介绍: The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
期刊最新文献
Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education Scholarly Book Reviews in the Journal of Teaching in Physical Education Before-School Physical Activity Program on Middle School Students’ Social and Emotional Learning and Energy Levels A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator Successful Practices of Novice Urban Physical Education Teachers
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1