An Evaluation of the International Graduate Teaching Assistants Training Program (original) (raw)
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Canadian Journal of Higher Education, 2015
In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.
In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial inter-cultural component, for international graduate students. We expected both programs to result in an increase in international graduate students' teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice. Résumé Dans cette étude, nous comparons les répercussions d'un programme traditionnel de formation d'assistants en enseignement avec celles d'un programme spécialisé pour étudiants internationaux des cycles supérieurs doté d'une composante interculturelle importante. Nous nous attendions à ce que les deux programmes améliorent l'auto-efficacité de l'enseignement chez les étudiants internationaux. Par l'observation de l'efficacité de l'enseignement et l'adoption d'approches d'enseignement centrées sur l'apprenant, nous anticipions une plus grande évolution chez les participants du programme spécialisé. Nous avons constaté les améliorations attendues parmi les étudiants des cycles supérieurs des deux programmes, ainsi qu'une amélioration plus importante de l'efficacité de l'enseignement chez les étudiants du programme spécialisé. Dans le présent article, nous discutons
Experiences of International Teaching Assistants in the US Classroom
Journal of International Students, 2020
Most research focusing on the challenges that international teaching assistants (ITAs) encounter in U.S. classrooms employs a linguistic perspective. The present study furthers that research by examining other challenges unique to ITAs, through the lens of an intercultural competence framework. Through individual interviews with 15 ITAs, the study highlights the challenges related to competencies in knowledge and skills faced by ITAs in U.S. classrooms. Findings reveal that knowledge about the U.S. education system, expectations of the classroom culture, and assumptions about student–instructor relationships pose the greatest difficulties. Additionally, the ability of an ITA to demonstrate communication skills remains a significant challenge, including the negative perception of speaking with a foreign accent and selecting effective word choices to accurately represent content. The study findings present practical implications for training ITAs for their pedagogical duties at U.S. c...
Dawson, D., Dimitrov, N., Meadows, K. N., & Olsen, K. (2013). Bridging the gap: The impact of the Teaching in the Canadian Classroom program on the teaching effectiveness of international teaching assistants. Higher Education Quality Council of Ontario. Bridging the Gap: The Impact of the ‘Teaching in the Canadian Classroom’ Program on the Teaching Effectiveness of International Teaching Assistants examined TA training programs at Western University and found that a program enhanced with significant intercultural components has a positive impact on the development of international graduate students – not only as teachers, but also as graduate students. Project Description The study examined two TA training programs – one with substantial intercultural content and designed expressly for international TAs, the other a general program with limited intercultural content – to determine their impact on the transition of international graduate students to Canadian higher education. Both programs include “microteaching sessions” where TAs receive detailed feedback on a ten-minute lesson that they teach and modules on effective teaching techniques. The intercultural program also addresses such issues as cultural differences in the role of instructors and students, expectations for student engagement and strategies to help international students bridge cultural differences in communication styles with their students and supervisors. Students from a variety of disciplines who enrolled in both programs between January 2011 and January 2012 participated in the study. At the beginning and end of each program, participants completed a series of self-report questionnaires and some also participated in follow-up focus groups. Canadian TAs participating in the general program were included in the research as a comparison group. Findings The international TAs who participated in the intercultural program made greater gains in their overall teaching effectiveness in the microteaching session, although other analyses found no significant differences between the three groups. However, the focus group interviews, which took place four to seven months after the programs, revealed considerable differences between the two training programs in terms of long-term impact. Participants in the intercultural program evidenced a shift towards more student-centered approaches to teaching and an increased ability to achieve active learning in their classrooms. As the authors note, these students “saw themselves as facilitators of learning rather than transmitters of information.” Several TAs also said they noticed both effective and ineffective teaching techniques by their professors more keenly. Given that differences between the two program outcomes were more evident in the focus group discussions conducted several months later, the authors suggest that the impact on effective teaching is long-term and may emerge several months after program completion. The authors also note that participants in the intercultural program were, on average, somewhat older and had more prior teaching experience, whereas participants in the general program were mostly novice teachers. Further research/policy implications The report encourages colleagues at other institutions to consider replicating the research with their own related programs, and notes that future research should examine such programs for long-term changes in teacher behaviours. Universities should invest in enhanced intercultural training for their international TAs, according to the report. “Given the large number of international graduate students who are teaching in our undergraduate programs, we feel it is essential that these students receive training in teaching, both for the students they will teach, and for their own academic success…The competencies that [these students] develop in the program are necessary in a global society – competencies that would also be a valuable skill for Canadian graduate students,” the authors say. “If resources allow, universities may consider developing a graduate student development program enhanced with intercultural communication components for all of their teaching assistants.”
1989
A two-part study examined the use of communication strategies by two types of international teaching assistants (ITA) in the classroom, and cultural perceptions of teaching and teachers. Two representative kinds of ITAs were hypothesized to exist: (1) a type "X" ITA who has tight control of discussion in class, calls on students instead of asking them to volunteer, and likes to lecture; and (2) a type "Y" ITA who encourages students to ask questions in class, stimulates students to talk, and waits for students to volunteer to answer questions. Two type "X" and three type "Y" ITAs were chosen based on recommendations of instructors in the TA English program. The ITAs' classes were audiotaped and transcribed. Results indicated that although there was not much difference in the teaching strategies used by the two types of IiAs, type "Y" ITAs asked more comprehension questions and used elaboration more frequently than type "X" ITAs. In the second part of the study, a semantic differential questionnaire designed to evaluate cultural perceptions of teachers was administered to 18 ITAs and 19 undergraduate students. Results indicated that ITAs and undergraduates think reliability and encouragement are the two most important concepts in defining a good teacher. Findings suggest that the ITA English Program at the University of Minnesota has noticeably influenced what ITAs think of how they should teach in an American university. (Three tables of data are included; ITA and undergraduate questionnaires are attached. (Contains 12 references.) (RS)
EXPERIENCES OF INTERNATIONAL GRADUATE STUDENTS IN UNITED STATES UNIVERSITIES
United States is one of the major host countries to international students. International graduate students often play important roles as teaching and research assistants. In addition to teaching courses, they provide office hours to assist students in labs and to assist students outside of class. Despite of their ubiquity, international graduate students on American campuses have been understudied. Little is studied about International graduate students from African countries who are involved in teaching in U.S. universities Hence the purpose of this study was to explore the experiences of International graduate teaching assistants from African countries (IGTAAs) in U.S. universities. This study examined the classroom teaching and study experiences of international graduate teaching assistants from African countries in the school of education in a private University in northeastern United States during spring 2014 semester. The following research questions guided the study: 1. What are the teaching experiences of International graduate teaching assistants from African countries (IGTAAs) in U.S universities? 2. What are the study experiences of IGTAAs in U.S universities? Data was collected through interviews and observations. Data was analyzed by grounded theory. The findings from the study were that; All the IGTAAs interviewed had experienced the challenge of communication barrier during their lessons in the U.S. University classroom; and the IGTAAs expressed the challenge of accent and lack of contextual knowledge to explain the concepts to students when conducting their classroom teaching. However the IGTAAs had a good relationship with the students and professors outside the classroom. The study recommended that, there is need to design some courses for IGTAAs about the American culture to allow them to have contextual issues to use during their TA classes. It is also necessary to mix the American TAs and the IGTAAs in classrooms to allow the smooth transition by the IGTAAs.
Handbook for Graduate Teaching Assistants and Instructional Assistants
1973
This handbook is primarily designed for Graduate Teaching Assistants (GTAs), Instructional Assistants (IAs) and Teacher Trainees (TTs) in the Department of Near Eastern Studies (NES), Formerly Department of Near Eastern Languages and Literatures, at the University of Michigan. The contents of the Handbook, however, can be of service to all teacher training programs in the United States and abroad. The Handbook consists of two parts. Part I contains policies and regulations relating to the appointments and responsibilities of GTAs and IAs and the relationships between them and supervising course instructors. Part II provides useful information needed for basic orientation and training of prospective language teachers, regardless of their language specialization. Of special interest are: outlines of NES Methods Course; sample lesson plans, based on actual classroom teaching, demonstrating various teaching techniques; sample tests; samples of GTA evaluation report and NES course evaluation; some observations derived from NES Teacher Training Seminars and video-tape demonstrations for prospective language teachers. At the end of Part II, a reading list, arranged alphabetically by author and subject matter and relating to language learning and teaching, is provided. (Author)
1993
This publication presents an overview of international teaching assistant (TA) training programs at universities in the United States, along with analyses of major themes that emerge from these program descriptions. Section 1, the bulk of the document, consiBts of one-to two-page descriptions of programs for international TAs that are in place at 48 universities across the United States. Each description contains information pertaining to program history, goals, structure, administration, staff, funding, language proficiency requirements, and characteristics of program participants. Section 2 presents a comparison of oral English language proficiency requirements at the universities, including an analysis of the tests used to determine such proficiency. Section 3 (=pares the preparation of internal TAs for their TA roles and responsibilities at the various institutions. Section 4 compares the administration, funding, and staffing of international TA programs. Section 5 addresses current issues in international TA preparation by providing a bibliography of 93 publications, dissertations, and conference presentations on the subject. Three appendixes index the TA program descriptions by university, contact person, and state. (MDM)