2000
DOI: 10.2307/3531057
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The Professionalization of Teaching Assistants: Can It Be Accomplished?

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Cited by 7 publications
(6 citation statements)
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“…Since the pre-service instruction GTAs receive is often brief and insufficient, their first encounter with pedagogical and theoretical training usually occurs simultaneously with their first teaching experience at the college level (VanValkenburg & Arnett, 2000).…”
Section: Introductionmentioning
confidence: 99%
“…Since the pre-service instruction GTAs receive is often brief and insufficient, their first encounter with pedagogical and theoretical training usually occurs simultaneously with their first teaching experience at the college level (VanValkenburg & Arnett, 2000).…”
Section: Introductionmentioning
confidence: 99%
“… The professional development of TAs and the limited training they received, as well as the workshop and/or seminar approach, has been amply discussed in previous research and numerous suggestions designed to remediate the problem have been proposed (Allen & Negueruela‐Azarola, ; Brandl, ; Byrnes, ; Chalupa & Lair, ; Gunn, ; Lord, ; Melin, ; Mills & Allen, ; Rankin & Becker, ; Twale, Shannon, & Moore, ; VanValkenburg & Arnett, ; Weimer et al, ; inter alia). …”
Section: Notementioning
confidence: 99%
“…The importance of graduate students’ preparation as teachers in light of the evolving demands of the FL profession was the subject of several articles, with various means suggested for improving current practices (Dickson, 1996; Fox, 1992; Olsen, 1998; Pons, 1993; Van Cleve, 1987; VanValkenburg & Arnett, 2000). These include complementing teaching and research with departmental service for graduate students (Van Cleve), providing TAs with teaching experiences that foster continued development of FL skills and cultural competence (Dickson), and offering graduate students more advanced linguistics and applied linguistics courses (Fox; VanValkenburg & Arnett) or the opportunity to complete a doctoral minor in FL acquisition and teaching (Olsen).…”
mentioning
confidence: 99%
“…Discussion of the imperative to extend graduate students’ professional development opportunities beyond first‐year training and to better integrate teaching with scholarship continued during the past decade in numerous publications (Bernhardt, 2001; Byrnes, 2001; Chaput, 2001; Debicki, 2001; Guthrie, 2001; Pfeiffer, 2002; VanValkenburg & Arnett, 2000). Byrnes called for departmental responsibility for graduate students’ professional development and advocated partnered teaching between novice and experienced TAs, team teaching for TAs with faculty, and a requirement for two courses in FL pedagogy.…”
mentioning
confidence: 99%
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