Student, Teacher, and Partner: Understanding and Supporting the Many Roles of Graduate Teaching Assistants
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The document discusses supporting graduate teaching assistants (GTAs) as they transition from students to teaching professionals. It recognizes that GTAs have multiple roles and responsibilities as both learners and instructors. The document outlines some of the challenges GTAs face in navigating these roles, such as balancing coursework with teaching duties. It then presents strategies for institutions to help GTAs in this transition, such as providing training resources, meeting GTAs where they are, and focusing on mentorship. The case study of Virginia Tech describes their programs for supporting GTAs through resources, conversations, and collaboration with academic departments.
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In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
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Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
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137 C© 2004 Springer Science+ Business Media, Inc.
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Running Head: SYNTHESIS PAPER 1
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Kendra Smith
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- 5. GTAs: Learners in Transition
- 7. Developing a New Professional Identity
- 8. • Relationships with faculty members • Relationships with peers • Teaching responsibilities with own coursework • Perceptions and expectations from undergraduate students
- 9. Discussion Question 2 Think about the evolution of your identity as you went from a student to a new professional to a seasoned librarian and educator. What experiences, resources, or people supported this evolution of your identity?
- 10. How we support GTAs and other new academics in their teaching and learning roles: A Virginia Tech case study
- 12. Meeting GTAs Where They Are
- 13. Providing Resources and Training http://guides.lib.vt.edu/1106toolkit
- 16. When working with GTA partners... • Recognize their unique experiences and expertise • Have empathy for their roles • Identify and integrate with departmental structures • Focus on shared goals and challenges • Seek opportunities to be a mentor
- 17. Future Plans
- 18. Discussion Question 3 To help us meet our third learning outcome, we have developed an opportunity for you to think about what we’ve discussed here today and apply it to a scenario. Listen to the scenario and work with your group to develop a strategy for this scenario.
- 20. Readings and Additional Resources Austin, A. “Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career.” Journal of Higher Education, 2002, 73(1), 94–122. Magrino, W., & Sorrell, P. (2014). Professionalizing the Amateur: Social Media, the "Myth of the Digital Native," and the Graduate Assistant in the Composition Classroom. Journal Of Interdisciplinary Studies In Education, 3(1), 76-94. Gallego, M. (2014). Professional development of graduate teaching assistants in facultylike positions: Fostering reflective practices through reflective teaching journals. Journal Of The Scholarship Of Teaching & Learning, 14(2), 96-110. doi:10.14434/josotl.v14i2.4218 Dunn-Haley, K., & Zanzucchi, A. (2012). Complicity or multiplicity? Defining boundaries for graduate teaching assistant success. New Directions For Teaching & Learning, 2012(131), 71-83. doi:10.1002/tl.20028 Meanwell, E., & Kleiner, S. (2014). The Emotional Experience of First-time Teaching: Reflections from Graduate Instructors, 1997–2006. Teaching Sociology, 42(1), 17-27. doi:10.1177/0092055X13508377 Wise, A. (2011). Supporting Future Faculty in Developing their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants. International Journal Of Teaching & Learning In Higher Education, 23(2), 135-149.
- 21. Thank you! Julia Feerrar Learning Services Librarian Virginia Tech feerrar@vt.edu | @JuliaFeerrar Rebecca K. Miller Head, Library Learning Services Penn State University Libraries rebeccakate.miller@gmail.com
- 22. Image Credits “College Profs and TAs” http://www.collegeconfidential.com/admit/college-profs-and-tas/ “Keep Calm I’m a Teaching Assistant” http://www.redbubble.com/people/custom333/works/14700487-keep-calm-im-a- teaching-assistant-custom-tshirt?p=t-shirt “Finding the Perfect Balance” http://kerriemore.com/2012/02/05/finding-the-perfect-balance/ “Map and Compass” Ian Kelsall flickrCC “Little Professor” http://www.platinumelearning.com.au/development.aspx “It’s Not Me” Grumpy Cat “Fashionably Parked” Grant MacDonald flickrCC “Tools” Natasha Wheatland flickrCC “Graphic Conversation” Marc Wathieu flickrCC “Questions” http://www.stevewiens.com/
Editor's Notes
- GTAs are: important partners (teaching core undergraduate classes), important learners (new teachers and scholars)