2015
DOI: 10.22329/celt.v8i0.4246
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Teaching Assistant Competencies in Canada: Building a Framework for Practice Together

Abstract: This paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation of the competencies that sought input from the STLHE community on four occasions. At each stage of the consultations, the competencies were formed and re-formed, the… Show more

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Cited by 12 publications
(7 citation statements)
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“…Studying the competences of teachers in Canada, Korpan C., Sheffield S. Le-May and Verwoord R. (2015) note that "the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE)" (Korpan, C., Sheffield, S. Le-May, Verwoord, R., 2015). Goodman G., Arbona C. and Dominguez de Rameriz R. (2008) emphasize that currently more and more countries in the world require teachers to take an exam that would demonstrate a high level of efficiency of their activities, while applying minimal competences (G., Arbona, C., Dominguez de Rameriz, R., 2008).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Studying the competences of teachers in Canada, Korpan C., Sheffield S. Le-May and Verwoord R. (2015) note that "the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE)" (Korpan, C., Sheffield, S. Le-May, Verwoord, R., 2015). Goodman G., Arbona C. and Dominguez de Rameriz R. (2008) emphasize that currently more and more countries in the world require teachers to take an exam that would demonstrate a high level of efficiency of their activities, while applying minimal competences (G., Arbona, C., Dominguez de Rameriz, R., 2008).…”
Section: Literature Reviewmentioning
confidence: 99%
“…To support the realization of these outcomes, efforts have been put forth to define the associated TA competencies [5]. Most institutions have implemented centralized TA training programs through their respective learning and teaching centres, thus providing a mechanism to address the outstanding skills gap [6], [7].…”
Section: Institutional Level Ta Trainingmentioning
confidence: 99%
“…The Framework serves as a point of departure for teaching units across the country in promoting professional development among graduate student TAs, encouraging a four-step process of reflection on prior knowledge and experience, seeking insight into teacher identity and disciplinary and pedagogical knowledge, developing skills related to working in a university environment, and demonstrating professionalism and effective interpersonal communication. The TAGSA SIG identified the real need to distinguish TA skills from more general graduate student professional development, noting that such a distinction is key to emphasizing the importance of teaching in the university context [10]. Memorial University of Newfoundland (MUN) has developed a number of training initiatives for their engineering graduate students along these lines, including graduate seminars, one-day intensives, mentorship programs, and online resources [1], [2].…”
Section: Scanning the Literaturementioning
confidence: 99%