このエントリーをはてなブックマークに追加
ID 39415
本文ファイル
著者
Watanabe, Takumi
Osaka, Yu
キーワード
Learning of Graduate Students
Graduate Teaching Assistant (GTA)
Curriculum and Instruction
Pedagogy Researchers
Teacher Educators
NDC
教育
抄録(英)
This study aims to elucidate (1) the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2) the mechanisms through which overcoming these setbacks is possible, and (3) the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective.
掲載誌名
Theory and Research for Developing Learning Systems
1巻
開始ページ
15
終了ページ
29
出版年月日
2015-03
出版者
Research Initiative for Developing Learning Systems (RIDLS)
ISSN
2189-9460
言語
英語
NII資源タイプ
学術雑誌論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
関連情報URL
部局名
教育学研究科
他の一覧