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":null,"pages":null},"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\":null,\"pages\":null},\"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}
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.
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.